This article describes how Japanese college freshman English language learners are assigned to watch two English language films per month and keep journals in the form of a simple film review. The response to the extensive outside listening has been very favorable; the instructor found that even students who usually have trouble doing their traditional assignments on time were apt to complete this film watching assignments on time. The film response journals were found to be an engaging and powerful way to provide language input and motivate students to improve both their listening and communication skills. Ideas are presented to help integrate film response journals into other lessons. The recommended procedure is as follows: preview, view/review, recall, recount, record, rewind and replay, review, and report. A list of 24 recent American films appropriate for this pedagogical activity is provided. (KFT)