Abstract
The purpose of this research was to study the different attitude and preference between Japanese language teachers and foreign students in use of reading support e-learning system. In experiments, 20 language teachers and 20 foreign students used two different reading e-learning contents, on LMS Server (WebClass) and answered the 33-item questionnaires that investigate four factors (functions, relevance, aptitude, achievement, and motivation). The result revealed that foreign students showed positive attitude toward new tasks and explanation with graphics. They also approved ordinary language tasks (vocabulary and grammar). However, Japanese teachers indicated difficulty and adequacy of textual information in tasks and explanation in e-learning, even if they positively evaluated new language tasks.
