As more and more Information and Communication Technology (ICT) resources become available both to support the English education and for Web-based learning, it becomes increasingly interesting to map the ICT - based resources available for students learning English and their attitudes towards the utilization of the resources. Increasing availability of computers lead to new ways of delivering the English language learning using interactive multimedia learning modules and possibly by integrating ICTs  into other methods of English language teaching and learning. The use of ICT has been increasing in the school or university over the last years, but the possibilities of new technology, particularly in Indonesia, are still not being used in favor of pedagogical changes.

Growing schools, however, have tried to implement new ways of teaching and learning using, or facilitated by, information and communication technology (ICT), and in many cases integration of ICT  has been used to support changes in teaching and learning methods. Access to computers, at home and on campus or schools and even internet access are both important. The issue of students' attitude toward ICT, students’ familiarity with computer, and students’ learning achievement in English delivered via Computer known as Computer – Assisted Language Learning (CALL) are important. This is because even provided with a very sophisticated learning media, students are not automatically gain promising learning achievement; their attitude towards the media – computers and their familiarity need to be taken into account as these factors may possibly be potential variables that affect their learning achievement (Hartoyo).

Supporting this idea, a preliminary observation at the SMAN 3, which has implemented CALL indicated that there are several factors that influence students in learning English delivered via CALL, such as the familiarity of students with computers, students’ attitude toward computers/ICT, and previous knowledge of students related to English are likely to influence their learning achievement. According to the observation, the first two variables – students’ familiarity toward computers and their attitude toward computers seem to be more dominant. It is then assumed that if students have relatively positive attitudes towards the media and subject matter being learned and familiar with computers, they gain better learning achievement.

In addition, based on previous studies conducted by language researchers such as Fitzelle & Trochim, students should have positive attitudes in order to be successful in their language learning. In term of using CALL, familiarity toward computer, which is used as medium of delivering the English language learning, is also needed to be put into consideration. Familiarity is something that needs to be possessed by students because for some students in particular situations and conditions using computers has not been a part of their daily life. In other words, they are not quite familiar with computers as they do not use computer very often. Hence, to investigate whether the two variables correlate to the students’ English learning achievement an empirical research needs to be conducted.

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