Much has been learnt about the advantages of computer-based self-access language learning (SALL). However, little is mentioned about the pitfalls of using SALL to promote learning independence. This article presents a study of some university students' use of SALL. It reports their responses to the integration of SALL into an ESL course. The subjects were required to do a SALL project to improve their English, develop interest in computer-based self-learning and enhance learner autonomy. On completion, they were asked to submit an individual portfolio about their SALL activities. Afterwards, a separate anonymous questionnaire was used to solicit their feedback on the effectiveness of SALL. Results from the two channels were surprisingly opposite: the former was positive while the latter was negative. A further analysis reveals that the subjects did not gain much from the project, and their positive comments were made as a part of their assignment. Comparatively, the negative comments mirrored their true feelings. According to the feedback, it would be less successful if SALL was treated as a compulsory learning task. Besides, to make SALL really helpful to the learners, the teachers' guidance is indispensable, particularly at the initial stages. (Contains 4 tables and 1 figure.)