The goal of Korean English education lies in the development of Korean EFL learners’ communicative competence. Listening has been regarded as the most important and essential component in developing communicative competence since listening comprehension was proved to be an active skill. However, most English teachers do not know how to teach listening effectively in their class and students say that listening is the most difficult part among the four language skills. Therefore, research on improving listening ability is most needed in order to develop Korean EFL learners’ communicative competence. The purpose of this study is to investigate the effect of dictation on the development of Korean middle school students' listening comprehension. The subjects of this study were first-year middle school students and they were divided into two groups: two experimental groups and a control group. The experimental groups were further divided into two groups: a spot dictation group and a full dictation group. The two experimental groups were given a dictation task in the consolidation stage of every English class, while the control group was given the traditional consolidation stage without any dictation task. The main results of the study are as follows. First, the experimental groups showed significant improvement in listening comprehension, but the control group did not. Second, there was no significant difference between the spot dictation group and the full dictation group with respect to the improvement of listening comprehension. This indicates that the type of dictation is not a significant factor in improving listening skill. Third, the full dictation was proved to be more effective to the high listening proficiency level learners, whereas the spot dictation was more effective to the low listening proficiency level learners. These results suggest that dictation can be used as one of the effective methods for improving Korean EFL learners’ listening comprehension ability and the types of dictation should be determined according to learners' listening proficiency levels: the spot dictation is recommended for the low level learners and the full dictation is recommended for the high level learners.