The development of computer‐assisted language learning (CALL) over the past three decades corresponds to broader changes in language‐teaching methodologies from structural to cognitive and sociocognitive approaches. Based on an historical survey of these approaches and their relationship to CALL, this article summarizes the technology tools that support each CALL framework and their practical applications. As the frameworks are overlapping rather than mutually exclusive, educators are encouraged to appropriately incorporate tools from all three main approaches into their instruction.
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