Playback controls or audio/video control (AVC) buttons are common in technology-enhanced listening materials but are often overlooked in CALL theorizing and research. It is unclear how language learners use AVC buttons when they independently access computer-based L2 listening materials. This qualitative case study aimed to understand how high-beginner learners of English used playback controls during multiple-choice and dictation-cloze exercises, identify interaction patterns, and introduce instructional guidelines which teachers can utilize for training on the usage of AVC buttons. Thirteen learners viewed six three-minute talks, answered questions, and reflected on playback control use. We identified patterns of interaction from screen-captured recordings, created listener profiles from entry survey data, and identified reasons for AVC usage from semi-structured interviews. Our analysis shows that the most common pattern for multiple-choice exercises involved replaying the video after checking responses (VB01 pattern), while for dictation-cloze exercises, it was pausing to fill in blanks (AB03 pattern). Three generalized listening profiles emerged: those that used the AVC buttons (a) occasionally, (b) strategically and (3) compulsively. We also identified that students use AVC buttons to address individual differences, improve performance, and enhance comprehension. We provide suggestions for learner training on AVC button usage.