With the emergence of technology, I am deeply interested in the intersection of ESL/EFL education and technology-assisted language learning. Given that technology is widely used to facilitate language learning, there has been an increasing need for supporting learner motivation to persist in their language learning in learner-initiated self-directed learning outside of formal education settings. Specifically, there has been an emphasis on the effect of mobile-assisted language learning (MALL) and computer-assisted language learning (CALL) on ESL/EFL education. The role of learner motivation was also highlighted in the context of out-of-class self-regulated learning through the use of technology. While many studies have explored diverse factors that positively influence English language learners (ELLs)' behavioral intention and actual use of mobile technology, I intend to further investigate how ELLs from diverse linguistic and cultural backgrounds perceive English language learning and the use of MALL and CALL. I am also interested in identifying sociocultural factors that influence second or foreign language learning and how they motivate and/or demotivate the processes of L2 acquisition. Considering the different linguistic and cultural identities of ELLs, I want to explore their use of technology-assisted language learning in light of their unique identities and contexts of learning English.