Learner training (LT) is felt to be important for students to make effective use of self-access facilities, yet there is uncertainty about how it should be done and how it will be received. This study examined students' reactions to two versions of LT for listening, finding little negative reaction to two versions of LT for listening, finding little negative reaction, but many useful comments on content, manner and timing of LT, as well as the kind of listening material they wanted; it also examined students' current use of self-access listening, and what governed their choices. It revealed that classroom-based LT had some good effect but that a more consistent approach was necessary. (Contains 20 references.) (Author)