The study was based on two main data sources: an online survey and semi-structured interviews. The survey consisted of seven sections: (1) 18 Likert-scale questions on students’ perceptions of their self-regulation of language learning in general (Do ̈ rney, 2001); (2) seven Likert-scale questions on students’ language learning beliefs; (3) 42 Likert-scale questions on students’ self-initiated use of technology for language learning. These items were all on a scale from one, strongly disagree, to six, strongly agree, and were constructed in the light of the dimensions highlighted in most socio- cognitive models of SRL (Do ̈ rney, 2001; Pintrich, 2000, 2004; Zimmerman, 2000) as well as the various contributions of technology to language learning reinforced in the current technology-enhanced language learning literature (Ducate & Arnold, 2006; Zhao & Lai, 2007); (4) self-report of their knowledge, usage, and perceived value of 20 ICTs in language learning; (5) a 19-item self-assessment on computer literacy; (6) self- report on their access to eight computer hardware components; and (7) demographic and language learning backgrounds (e.g. age, major, year of study, motivation for learning the language, years of studying the language, etc.). The instrument was pilot tested on three foreign language learners at this university for their understanding of each item in the survey, and then in an online format on 23 foreign language learners to determine the time needed to complete the online survey and for additional issues concerning the survey. Rephrasing of survey items and reformatting of the survey was done based on the pilot tests.