This paper explores the use of TV journals in English as a foreign language (EFL) contexts and the students’ perceptions of its effects on their English listening comprehension and writing. During six months, forty-three students were required to keep a TV journal that combined television viewing and writing about the programs watched, with exchange of teacher’s feedback and students’ written reflections. Some statistical procedures applied to a student questionnaire were combined with the qualitative analysis of the logs. The analysis of the questionnaire revealed the students’ belief that the TV journal helped them progress in listening and writing. Likewise, a positive correlation was found between the hours spent in the task and the students’ selfreported progress. Furthermore, the logs evidenced the students’ improvement in writing fluency, as entries became longer and clearer. In conclusion, according to the students, the TV journals helps improve both listening and writing abilities in English.This paper explores the use of TV journals in English as a foreign language (EFL) contexts and the students’ perceptions of its effects on their English listening comprehension and writing. During six months, forty-three students were required to keep a TV journal that combined television viewing and writing about the programs watched, with exchange of teacher’s feedback and students’ written reflections. Some statistical procedures applied to a student questionnaire were combined with the qualitative analysis of the logs. The analysis of the questionnaire revealed the students’ belief that the TV journal helped them progress in listening and writing. Likewise, a positive correlation was found between the hours spent in the task and the students’ selfreported progress. Furthermore, the logs evidenced the students’ improvement in writing fluency, as entries became longer and clearer. In conclusion, according to the students, the TV journals helps improve both listening and writing abilities in English.