Abstract
This pilot study investigated the impact of reading a written script on the second language listening achievement of high intermediate English as second language (L2) students. Thirty-five high intermediate ESL students participated in this study. The participants took part in both the bassline conditions (listening without the script intervention) and the reading intervention condition (listening along with a script). The scores of the tests were analyzed using paired sample t-test. The findings revealed that there was a significant difference between the two conditions. The reading intervention has a major effect on second language listening comprehension performance of L2 learners.