With the growing popularity of digital technologies and computer-mediated communication (CMC), various types of interactive communication technology are being increasingly integrated into foreign/second language learning environments. Nevertheless, due to its nature, online communication is susceptible to misunderstandings and miscommunications, which necessitates online learners' awareness of existing netiquette (i.e. network etiquette) rules (Shetzer & Warschauer, 2000). This paper, therefore, reports on a comparative study on the degree to which 75 English as a foreign language (EFL) learners and their 53 native English counterparts were familiar with netiquette rules and perceived them as useful. A netiquette familiarity test consisting of ten questions and a netiquette attitude questionnaire consisting of 30 Likert scale items were developed by the researchers based on Shea (1994), Hambridge (1995), and Gil (2006). It was pilot tested, validated, and administered to the participants. Results indicated that familiarity was low among the EFL learners and that they were not as much convinced of the necessity and usefulness of netiquette rules as the other group. The results suggest that despite the significance of the issue, scant attention is paid to preparing students for a 21st century language learning environment and integrating the ethics of CMC and netiquette into educating digitally literate EFL learners. The findings of this study are relevant to language teacher education, materials development, and interlanguage pragmatics. [For full proceedings, see ED565087.]