With a focus on technology inclusion specifically in EFL teacher education programmes, Liu (2009) designed a mixed methods study to find out about EFL learners’ attitudes towards ICT in the Chinese educational context. The study involved a questionnaire administered on 136 students, and a focus group interview involving six learners. The participants were third-year non-English majors, but their medium of instruction was English. The surveyed attitudinal dimensions of ICT use were 1) feelings, 2) beliefs and facts, 3) intentions, and 4) actions. Data analysis revealed that the EFL learners were aware of the general advantages of ICT in learning EFL, but both complexity and simplicity had negative effects on their attitudes; that is, if technology inclusion was too complicated, or too trivial, both resulted in a lesser likelihood of acceptance (Liu, 2009). There were, however, no significant relationships discovered between ICT competences and ICT attitudes, but the learning environment greatly affected the learners’ attitudes: a supportive culture of ICT and positive experiences with technology could affect participants’ attitudes towards inclusion (Liu, 2009). Nonetheless, using ICT and learners’ attitudes show negative correlations when technology was required to prepare for tests that were to be administered on paper (Liu, 2009). Preparing learners for tests in a way that the preparation and the test administration take place in different environments (i.e., online sample tests vs. paper and pencil high-stakes tests) can be regarded as an instructional modality-triggered washback effect which could result in strengthening negative beliefs about technology. Implications of the study regard university instruction: university educators should take a “fearless attitude” (Liu, 2009, p. 105) towards experimenting with technology inclusion in their classrooms in a way that inclusion is carefully linked to the teaching material. Furthermore, digital testing should take into consideration the digital literacy of learners because lack of training and technological knowledge can hinder performance and pose a serious reliability problem of digital testing.