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This Paper discusses the attitudes and motivation Iranian learners have toward learning EFL at their university level. Although research of a similar nature has been done in other countries, the present study complements others by following 500 university learners and it provides another avenue for examining the language situation in Iran. To achieve this goal, Gardner’s socio-educational model and the significance of motivation as a contributing factor in second/foreign language (SL/FL) learning are taken into consideration. The questions to be addressed in this paper are: ·                  What are the university learners’ attitudes for learning EFL?·                  What are the university learners’ motivations for learning EFL?·                  Does gender influence attitudes of Iranian learners for learning English as a foreign language?·                  Does gender influence motivation of Iranian learners for learning English as a foreign language?·                  Does a major course of the study influence attitudes of Iranian learners for learning English as a foreign language?·                  Does major course of the study influence motivation of Iranian learners for learning English as a foreign language? The investigation also demonstrates that Iranian learners learn English for ‘instrumental’ reasons and it concludes that ‘integrative motivation’ is the dominant motivational orientation for the Iranian learners to learn English as EFL. This study will possibly provide additional insights in better identifying the existing motivational challenges and in taking a more realistic perspective about the English Language Teaching (ELT) situation in the country. Finally, some recommendations on future directions for this research area in Iran have been highlighted.

Technology, if integrated effectively, has been found to influence students’ academic performance, develop their higher order thinking and problem solving, improve their motivation, attitude, and interest in learning, and help them prepare for the workforce as well as address the needs of low performing, at-risk, and learning impaired students (Center for Applied Research in Educational Technology, 2005).  This paper reports the findings of the study trying to investigate the application and integration of web based instruction by University Putra Malaysia (UPM) lecturers in Serdang , Malaysia. A questionnaire which included the items from the short form of the Moore and Benbasat (1991) instrument as well as some demographic questions was administered to UPM lecturers in Malaysia. Data collected through the survey questionnaire was used to examine the factors influencing the University Putra Malaysia (UPM) lecturers’ perception about application and integration of web based instruction. Our analysis of the data suggests that the innovation adoption variables of relative advantage, compatibility, visibility, ease of use, results demonstrability, and trialability should be considered by university lecturers seeking to increase the rate of adoption of e-Learning within their organisation.