Taiwan is now searching for ways to reform its educational system as the country heads into the twenty-first century. Part of this process of change at the university level has been the promotion of new ways of teaching English, including computer assisted language learning (CALL). While most studies have carried out researches in CALL software, this study investigates the students' responses regarding using computers when learning English four skills (listening, speaking, reading, and writing) in their current environments and explores the factor influencing students' decision to join CALL activities. A survey questionnaire was distributed to 379 students at two universities in Taiwan.The survey data indicated that students in both universities felt motivated or held highly positive attitudes toward applying diverse CALL activities to their English learning. Different activities served them drills to practice language skills while surrounding an environment with lacking native speakers in Taiwan. Learning English or culture was the most important motive to use e-mail. Students also experienced progresses naturally in communication, reading skills, and writing skills through an e-mail activity.Furthermore, the study illustrated significant differences in students' attitudes toward CALL activities based on selected items: 1) grade level; 2) region of hometown; 3) reason for learning English; 4) rating of computer abilities; 5) hours per week spent using computers to learn English; and 6) experience with CALL instruction. In particular, university students in northern Taiwan had more aggressive attitudes or higher expectations toward CALL activities than students in southern Taiwan. These important outcomes should appreciate for the important characteristics of CALL in which students can work at their own pace, interact to complete collaborative tasks, and get involved in deciding the learning activities.