Abstract

This study tries to investigate impacts of integrating CALL in classroom enhancing EFL learning gaps. This study also tries to provide local voice and insight of implementing CALL into Iranian EFL contexts as well as global perspectives in CALL. There is no qualm that CALL mediated is adhered as technology development to convey and paving paths which we are interacting with each one of community members specially in EFL context users; tutors or pupils. So, primary goal of research is to find how information and communicative technology and its methodology can be effectively utilized to ameliorate cumbersome and prohibitive EFL teaching-learning obstacles. Based on findings it can be predicted that CALL helps to learn FL skills. Recent research has focused to go over status of CALL and non-CALL settings to investigate what students do while to use CALL technology in EFL contexts for their language learning activities. While a lot of studies have carried out research in a laboratory context or through structure observation, this study explores learners’ interactions and challenges within CALL. The results indicate significant changes in participants’ scores after to use CALL to learn EFL skills in contrast to non-CALL environments. It examines strategies in which persuade students’ challenges for their developing CALL professionals and brief overview of three stages of CALL history, teachers’ jobs about computer assisted language learning in classroom for language learning purposes, Web 2.0 applications and a purview to CALL components.