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CALL Computer Assisted Language Learning (CALL) Computers have been used for language teaching since the 1960s, and the history of CALL is divided into three stages: behavioristic CALL; communicative CALL; and Integrative CALL. According to Warschauer (1996), each stage corresponds to a certain pedagogical approach and a certain level of technology. The first phase, the behavioristic or structural CALL, emerged in 1960s which was along with the structural linguistics and behavioristic theory. In this era language was considered as a set of behavioral patterns and language learning was habit formation entailing imitation and the relationship between stimulus and response. In this phase, CALL was applied in vocabulary, grammar and translation tests, drills and practices, and computers were tools for delivering the instructions to the learners (Levy, 2008; Warschauer & Healey, 1998), they were as tutors and teaching machines that did not allow students to work at an individual pace. . In the late 1970s and early 1980s communicative CALL emerged which was based on the cognitive theory. Chomsky by rejecting parrot-like language learning of behaviorists, proposed the innateness of language faculty and existence of the language acquisition device (LAD) in human’s mind for language acquisition. Communicative language teaching that was based on the cognitive theory, changed the roles of students and teachers in language classrooms, by putting the emphasis on communicative proficiency rather than language structures mastery. Teachers became communication facilitators and students became negotiators. Therefore, there was a shift from using computers for drilling and tutorials to computers as communication mediators. In this mode of CALL, computer-based activities focused more on using forms rather than on the forms themselves, on teaching implicit grammar rather than explicit, and on encouraging students to generate original utterances rather than to manipulate prefabricated language, and using target language predominantly. In the late 1980s and early 1990s a new perspective on technology and language learning called integrative CALL emerged. Integrative CALL focused more on social or socio-cognitive views, which placed greater emphasis on language use in authentic social contexts. Technological innovations such as multimedia and the Internet provided the technological basis of this phase of CALL (Levy, 2008).