Motivated by the increasing popularity of computer-mediated communication (CMC) technologies in university students learning, this study will explore students’ motivations for using CMC technologies in their learning. By employing uses and gratifications (U&G) perspective, this paper aims to identify dimensions of motivation in students’ CMC technology use. It also proposes that students’ technology self-efficacy and communication apprehension influence their motivations for using technologies. A three-stage research design procedure is proposed. Finally, the paper concludes with a discussion of the implications for both IS researchers and higher education.