This paper presents data from a largescale ethnographic study into the perceptions, concerns, and preferred lecturer strategies of one group of Hong Kong secondlanguage (L2) engineering students who were attending lectures given in English. Although such investigations often focus purely on the 'problem' dimensions students have when listening to lectures, there are aspects to the lecture event which students identify as aiding their listening comprehension. These positive dimensions of lectures are the focus of this paper, and were identified using journals, interviews, and focus groups, and categorized under language features and pedagogical features. The data presented also suggests that lecturers need to adopt specific lecturing strategies in order to make the content materials more accessible to this type of student.
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