The main goal of the present study is to reveal to what extent prosodic cues, particularly pitch information, affect the auditory sentence processing of Japanese EFL learners. Two types of stimuli were prepared, one consisting of normal speech and the other edited to have the same fundamental frequency throughout (monotone). Therefore, one set of stimuli had normal prosodic cues, whereas in the other set, pitch information had been removed. In the experiment, parts of target sentences including either late closure or early closure were presented auditorily to the participants, and they were then asked to determine which type of sentence had been presented. The response data was analyzed using the generalized linear mixed effect model from which a model consisting of several linear predictors, including (a) sentence structure, (b) learner proficiency, and (c) stimuli type was selected that showed the best fit to the data. In addition, further analyses applying signal detection theory was also conducted in order to confirm the validity of the selected model. The results of a series of analyses showed that learners successfully utilized pitch information during auditory sentence processing irrespective of their proficiency levels. This indicates that pitch information contributes to sentence structure parsing for EFL learners at all levels. Some pedagogical implications are also discussed.