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Computer-Assisted Language Learning (CALL) is defined by Levy (1997, p.1) as “the search for and study of applications of the computer in language teaching and learning”. The emergence and development of CALL follows the information and communication technology improvement during the last 50 years.
Also, the development of learning theories, second language acquisition theories and teaching methods rendered foundations for each phases of CALL. From drill practice programs, to virtual learning environment and web-based distance learning, present CALL put an emphasis on student-centered learning, and combine both interactive learning and individual learning. The use of multimedia, internet, virtual worlds, distance-learning, and human language technologies features the characteristics of CALL. Programs are designed to facilitate teachers’ instruction in the classroom, to offer students learning materials after class, and give language learners opportunity to learn languages even out side of schools.

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The rationale suggested by Warschauer (2012) is as follows:

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The rationale suggested by Warschauer (2012) is as follows:

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Repeated exposure to the same material is beneficial or even essential to learning

A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback.

A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities.

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Multimedia, Internet, Web 2.0, and mobile learning resources are integrated to create limitless options for language learning.

Students can access and learn from millions of authentic language learning resources tailored to their own personal interests and needs from around the world within seconds .

Learners take control of their own path and set their own pace through hypermedia.

Content-based, authentic learning environments through integration of media and "multi-cultures" are created.

​Full integration of the four language learning skills (reading, writing, listening, speaking) are integrated through whole-language approaches to instruction and learning.

Learners use authentic synchronous and asynchronous communication options.  Language learners can communicate directly, inexpensively, and conveniently with other learners or native speakers of the target language at any time and in any place.

Students can access the Web to publish their own texts or multimedia materials, engage in academic collaboration, or simply chat with a new conversation partner from virtually anywhere worldwide.

Interactivity connects the learner with other learners, and the learner with and the computer.

Fluency in language is a primary goal.

The instructor becomes a facilitator and one of many resources on the path to language learning.

Likewise, the textbook is one of many resources.

Foreign language learning becomes the acquisition of language content through purposeful, reflective, and creative participation.

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This third phase of CALL developed in the 1990s primarily in response to criticisms of the communicative approach.  In this third phase, practitioners have focused their efforts on integrating the teaching of language skills into content-based tasks, authentic interactions, and collaborative projects that provide direction and coherence.  The integration of language learning with the growing technologies of multimedia (consisting of interactive text, images, sound and animation), the Internet, Web 2.0, and mobile assisted language learning (MALL) utilizing "smartphone" technology  has revolutionized the way people use computers to learn languages.

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According to Underwood, Communicative CALL:

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According to Underwood, Communicative CALL:

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focuses more on using forms rather than on the forms themselves;

teaches grammar implicitly rather than explicitly;

allows and encourages students to generate original utterances rather than just manipulate prefabricated language;

does not judge and evaluate everything the students nor reward them with congratulatory messages, lights, or bells;

avoids telling students they are wrong and is flexible to a variety of student responses;

uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen; and

will never try to do anything that a book can do just as well. (Warschauer，1996, p. 2)

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Emerged in the late 1970s and early 1980s, Communicative CALL appeared in people's sight. Proponents of Communicative CALL stressed that computer-based activities should focus more on using form than on the forms themselves, teach grammar implicitly rather than explicitly, allow and encourage students to generate original utterances rather than just manipulate prefabricated language, and use target language predominantly or even exclusively (Jone & Foretescue, 1987; Phillips, 1987; Underwood, 1984). .

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The earliest forms of CALL implemented in the 1960s and '70s, was based on the behaviorist theories of learning dominant at that time. Programs were comprised primarily of repetitive language drills, known as "drill and practice". In this paradigm, the computer was treated as a mechanical tutor who never grew tired or judgemenal and allowed students to work at their own pace.

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These early programs were designed to provide immediate positive or negative feedback to learners on the formal accuracy of their responses. This was consistent with the structuralist approach which emphasized that repeated drilling on the same material was beneficial and even essential for learning.  Although these programs were originally developed for mainframe computers in the 1960s and 1970s, there are still variations in use today.

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The earliest Computer Assisted Language Learning (CALL) programs followed the strict computer-as-tutor model, consisting of grammar and vocabulary tutorials, drill and practice programs, and language testing instruments.