Assessing learner readiness for online learning is the starting point for online course design. This study thus aimed to evaluate Japanese learners’ perceived e-readiness for learning English online prior to designing and developing an online EGAP (English for General Academic Purposes) course at Osaka University. A sample of 299 undergraduate Japanese students completed a translated and adapted version of the Technology Survey developed by Winke and Goertler ( CALICO Journal 25 (3): 482–509, 2008). The questionnaire included items about respondents’ ownership of and access to technology tools, their ability in performing user tasks from basic to advanced, their personal educational use of Web 2.0 tools, and their willingness to take online English courses. The informants were found to have personal ownership and/or adequate access to technological devices and the Internet at home or at the university. While their keyboarding skills have been reported as relatively low, the self-assessment data indicates that the participants know about general Web 2.0 tools and utilize them in daily life but not within educational settings. The students were also in general unwilling to take online courses, either fully online or blended. This finding further highlights the necessity of digital literacy training before implementing the prospective online course with a focus on EGAP.