In a paper that I wrote with Thomas Farrell (Renandya & Farrell, 2011), I pointed out that the empirical evidence for listening strategy instruction is not particularly strong and that there are alternative pedagogical options that one could more profitably explore and bring into the L2 listening classroom. See for example L2 Listening in China: An Examination of Current Practice.
I have since then delved more deeply into the literature and my conclusion remains unchanged, that is, there is no strong empirical evidence for recommending listening strategy instruction in the EFL classroom. This is particularly true when we work with lower proficiency learners of English, who still struggle with basic decoding skills.
In the article Five reasons why listening strategy instruction might not work with lower proficiency learners, I discuss compelling reasons why it is not always a good idea to spend valuable instructional time on teaching L2 listening strategies.
Further Reading
Renandya, W. A., & Farrell, T.S.C. (2011). “Teacher, the tape is too fast”: Extensive listening in ELT. ELT Journal, 65(1), 52-59.