From a learner-as-creator perspective, this study investigates how second language learners use technology, especially computers and the Internet, to construct their language learning environments. This study also attempts to identify factors that affected the frequency of technology by second language learners. Participants were 102 Chinese university freshmen who had been learning English as a second language. Results suggest that in spite of the great potentials of technology in constructing an optimal language learning environment, technology use was not optimal when learners created their own language environments. Second language learners used technology mainly to get language input. Technology was hardly used for opportunities for language use or receiving feedback. Social factors such as the average English proficiency of all the peers in the learner's social network were found to be associated with both the frequency of technology use in second language learning and whether or not a learner used technology to learn English with a certain peer. Results of this study have both theoretical and practical implications. Results from this study shed light on the gap between the potentials and affordances of technology in second language learning as claimed by a large body of literature and the reality of implementation by learners. The findings of the study indicate the great need to focus more on how learners use technology in their own learning. This study also found that social network factors such as the average English proficiency of all the peers in the learner's social network influence whether or not the learner used technology to learn English. Specific implications for English learning are provided. [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.]