This qualitative case study investigates Chinese university English in the context of foreign language (EFL) learners' attitudes about video-aided instruction (VAI), video recording instruction, and mobile phone instruction (learning technologies). When I was working as an English teacher in Mainland China, several instructors and students stated their English language skills began to diminish, partially because of the lack of foreign teachers, over-sized classes, lack of educational technology, and intonation errors in their speaking English. The main purpose of this qualitative case study was to describe the attitudes about learning technologies for Chinese university EFL students. To gain a clear understanding of Chinese university English with regard to foreign language (EFL) learners' attitudes about learning technologies, one overall research question with three sub-questions needed to be answered: What are the attitudes of students concerning learning technologies in foreign language instruction? Given Chinese EFL students, what are their attitudes concerning learning English video aided instruction; given Chinese EFL students, what are their attitudes concerning learning English via video recording instruction; and given Chinese EFL students, what are their attitudes concerning learning English via mobile phone instruction? This study is based on Mayer's cognitive theory of multimedia learning, Norman and Spohrer's learner-centered design principles, the American Psychological Association's fourteen learner-centered principles; and Ajzen and Fishbein's (1980) theory of reasoned action. Nineteen first-year university Chinese students at Tianjin University of Science and Technology agreed to participate in this study. I interviewed these students regarding their attitude toward (VAI), video recording instruction and mobile phone instruction. I then compared my journaling, student written reflections, personal observations, one-on-one interviews, and focus group interviews to see if there was a correlation. The process of comparison was transcribing all interviews and coding according to themes, similar phrases and words. I then collated my journaling, student written reflections, and my personal observations with the transcribed interviews. The more significant findings revealed students actively participated in (VAI) by imitating the targeted language, asking thought-provoking questions, and initiating interesting conversations. Additionally, students assessed their own learning and that of their peers, and focused on specific details (lip movement, eye contact, and facial expressions) during video recording instruction. Furthermore, during mobile phone instruction, students expressed themselves more openly by choosing topics to discuss and were able to successfully practice pronunciation. The findings in this study reveal the following three major areas of implications for practice. First, designers of instruction and teachers can consider culture-related themes and aspects that should be included in videos for language learning purposes during (VAI). Second, designers of instructions and teachers can include close-up video footage of the speaker's face (close enough for students to see the way lips and the tongue may move while pronouncing certain words) during video recording instruction. Third, designers of instruction should place emphasis on student-initiated conversations during mobile phone instruction, e.g., create activities based on students leading conversations and discussions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]