Learners encounter common L2 listening difficulties, such as time commitments, repeated mistakes, and activities in their lessons. Research suggests that journals can help learners reflect on their performance, plan their approaches to listening, and help learners attend to their real-time listening difficulties.

This study analyzed 60 Japanese university learners’ listening journals to understand their out-of-class listening selections. Learners completed one homework journal for five weeks, using metacognitive knowledge prompts to reflect on their listening selections, task ease and difficulties, and their listening goals.

The results showed that learners selected familiar listening resources. Learners reported that familiar accents and listening texts with visual aids were beneficial, while speed and unfamiliar topics contributed towards listening difficulties. Learners’ reported listening for key words, manipulating the speed, and listening in sections as goals in their future listening lessons. The presentation concludes by outlining how to use learner journals in listening lessons for educators to use in their own classrooms.