Over the last two decades rapid developments in computer sciences and technology have established the persistent role of technology-based learning in all walks of education, more specifically in second or foreign language learning. Thus, the current study was an attempt to investigate the relationship between attitudes towards foreign language learning and computer-assisted language learning. A total of 128 university students majoring in English as foreign language from a major state university were randomly selected for the study. Data were collected using the Attitudes towards Foreign Language Learning (A-FLL) and Attitudes towards Computer-Assisted Language Learning (A-CALL) scales. Findings revealed that there are statistically positive correlations between attitudes towards foreign language learning (A-FLL) and attitudes towards computer-assisted language learning, suggesting that the bidirectional relationship between computer technology and human interface greatly influences learning a L2. Moreover, some of the subcomponents of A-FLL including teacher influence, tolerance of ambiguity and extrinsic motivation greatly contributed to the prediction of the participants' attitudes towards computer-assisted language learning. Gender and age differences were also found to potentially affect some aspects of human interface, and the participants' years of language learning experience and their academic achievement also correlated positively with degree of inhibition component of CALL. It is concluded that inquiry into language learners' attitudes towards technology-based L2 learning will greatly constitute a viable and secure avenue towards the betterment of L2 learning programs and quality language learning. (C) 2015 The Authors. Published by Elsevier Ltd.