The computer and the internet not only shape our daily lives but also increasingly influence the everyday classroom experience. But how do students respond to multimedia applications in foreign language teaching? What impact do computers and the internet have on students' motivation and their self-assessment of learning progress? The core of the investigation is a survey of subjective assessments and constructs among high school Spanish students. The subjective scientific orientation leads to a qualitative-empirical research design, culminating in detailed individual case presentations and analyses, where it is possible to reconstruct individual learning processes and motivation trajectories. Relevant epistemological and motivational psychological theories for foreign language teaching are discussed and prepared for the investigation. The study not only provides a clear insight into the perceptions of foreign language learners but also offers practical teaching tips for computer-assisted foreign language instruction, along with new empirical findings on this topic. Finally, research methodological and didactic perspectives are discussed.