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INTRODUCTIONThe advent of contemporary ways on delivering education has brought significant changes as to how the world views education and teaching. Globalization has made both teaching and learning intricate and the transformation in part has been driven by technological innovation (Tinio 2002). Technology has given society a wide array of choices, making a scarce resource abundant. With computers and Internet technologies, more people can now have access to available information more quickly, and make the world a reachable global village in just a snap of a finger. Together with this technological revolution is the emergence of one of the most viable technological reforms in education, the use of Information and Communication Technology (ICT).ICT is considered at present as a potential tool that provides educational opportunities in both formal and non-formal ways. In the teaching-learning process, ICTs can increase learners' motivation and engagement in classroom learning. It equips learners with digital age literacy, inventive thinking, higher-order thinking and sound reasoning, effective communication, and high productivity (Tinio 2002). Hence, in the landscape of language teaching, ICT is considered as a powerful tool. According to Warschauer (2004), the simultaneous impact of globalization, the spread of English, and technological development have transformed the learning and teaching of English as a lingua franca in an unprecedented way. Thus, both English and ICT have become essential literacy skills for a growing number of non-native speakers of English to ensure full participation in the information society (Jung 2006). The use of ICT in the arena of modern language education is no longer a choice, but a necessity that gives life to the different vistas on how language is effectively taught and learned.Computer-Assisted Language LearningIn the field of language learning, Computer-Assisted Language Learning (CALL) research has typically been enhancing input through technology, using technology to give effects on proficiency and achievement, providing feedback through technology, and integrating technologies (Zhao 2005). Chapelle (2001) considers CALL as an area of technology and second language teaching and learning even though revisions for the term are suggested regularly. For Beatty (2003), CALL encompasses issues of materials design, technologies, pedagogical theories, and modes of instruction. Materials for CALL therefore include those which are purpose-made for language learning and those which adapt existing computer-based materials, videos, and other resources.The Internet and the rise of computer-mediated communication have reshaped the use of computers for language learning. The recent shift to global information-based economies means that students will need to learn how to deal with large amounts of information and should be able to communicate across languages and cultures. At the same time, the role of the teacher has changed as well. Teachers are not the only source of information any more, but effectively act as facilitators so that students can actively interpret and organize the information they are given, fitting it into prior knowledge (Dole, Duffy, Roeler, & Pearson 1991). Students have become active participants in learning and are encouraged to be explorers and creators of language rather than passive recipients of it (Brown 1991). Integrative CALL stresses these issues and additionally lets learners of a language communicate inexpensively with other learners or native speakers. As such, it combines information processing, communication, use of authentic language, and learner autonomy-all of which are of major importance towards exploring current language learning theories.In the research article of Lee (2000), he stated that network-based technology, which is one of the features of CALL, can contribute significantly to (1) experiential learning; (2) learner motivation; (3) enhanced student achievement; (4) authentic materials for study; (5) greater interaction; (6) individualization; (7) independence from a single source of information; and (8) global understanding. …