AKremenska - 1 - 2006 TECHNOLOGY-ENHANCED LEARNING: IDENTIFYING THE NEED FOR INVESTIGATING MOTIVATION IN AN ESP CALL COURSE ANELLY KREMENSKA The aim of this paper is to propose a new investigation on the impact of implementing technology on Bulgarian students’ motivation after a Computer Assisted Language Learning (CALL) course. It suggests designing and applying instruments for assessing the level of student motivation in order to analyze which aspects of computerized learning are motivating (or demotivating). The expected outcome is developing means for ensuring students’ self-efficiency and autonomy through CALL-based programmes,. Keywords: CALL, technology enhanced learning, motivation, life-long learning 1. Introduction Computers invaded our everyday life as they are used in the offices, at home and in the school. The advance of technology allowed for a cheap, fast and relatively reliable exchange of a huge amount of information. Internet became an indispensable tool as well as a medium for such an exchange. This new reality resulted in totally different concept of the ELT classroom bringing up the issue of a student-oriented approach and offering the means for learners to become independent ones [1, 2, 3, 4]. Three main directions of application of technology in the ELT classroom can be identified [5]: • Computer assisted assessment (CAA), which is not an issue in this paper; • Access to resources and materials (e.g. authentic texts from the Web, online dictionaries and translation pragrammes, etc.) • Course delivery: use of the Internet as a medium (Virtual Learning Environment) for: o instruction o interaction