數位化科技時代的來臨，使得透過網路的語言學習自1990年起已然成為一個不斷地影響著語言教師輔助學習的創新領域。在英語文教學相關研究文獻中，鮮有大規模、全校性的根據網路英語課程使用之潛在問題，以及相關需求的調查研究。本文旨在運用網路問卷於2006年11月探索我國一所研究型大學之學生運用網路與非網路的英語學習現況、需求與所面臨的困境，此研究呼應了Hubbard (2003)希望相關領域的學者多進行描述性的研究，以闡明電腦輔助語言發展的研究與學習問題的關聯性。參與本調查研究的大學部學生與研究所學生，反應了他們在使用網路學習英文的需求、喜好與所遭遇到的困難。本研究結果與Ayres (2002)的研究發現相吻合，亦即大多數的學生認為透過網路科技學習英文是有用的。雖然大部分學生有此感受和想法，然而在受訪的1,843學生當中，亦有四成五的學生尚未使用電子郵件、約有三成七的學生沒有使用網路教學平台、且有超過三成的學生沒有使用語言學習網站或線上語言課程以用來增進他們的英文實力。根據本研究結果，研究者懇切建議英語教師思考解決之道，以縮短認知上與實行上的落差。

Coping with the fast development of the digitalization, learning languages through the Internet has been an innovative field that has influenced the ways language instructors facilitate students’ learning since the 1990s. However, there have been few large-scale university-wide surveys on the use, the potential problems, and the needs for Internet-based English courses. The main purpose of this study is to explore the current practices, needs, and difficulties of college students from a national research university in Taiwan in their online and offline English learning through an Internet-based survey questionnaire. This survey study aptly echoes Hubbard’s (2003) calls for more descriptive studies to identify computer-assisted language learning (CALL) research and problems. In the survey, participating students (n = 1,843) were asked to think and reflect on their perceptions, needs, and difficulties in English learning after one-month use of the Internet-based English learning in November 2006. The results are consistent with Ayres’s (2002) findings that most students think Internet-based technologies are useful in furthering their English proficiency levels. Despite the belief, however, approximately 45% of the students do not use email, 37% of them do not use the learning management system, and over three tenths of the students (31%) do not use any CALL applications or websites to learn the English language. This result strongly suggests that the researchers and EFL instructors need to come up with ways to bridge the gap between belief and practice.