This thesis examines computer access and computer literacy of French, German, and Spanish language students at a large Midwestern university. The participants (N=178) were given a four-page paper-based survey with questions related to access to technology, interest in hybrid and online classes, their computer abilities, and their usage of multimedia tools in various environments (personal, academic and professional). This paper is an approximate replication study of Winke and Goertler (2008). The data were analyzed using descriptive statistics and frequency counts, and then compared with the 2008 study. The results on access and ownership show a slight increase in percentage of access and ownership of technology tools.
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