First, it can adapt not only to the learner's learning styles and cognitive abilities, but also to their preferences. Second, it takes into account the learner's pace, making it completely suitable for both slow and fast learners. Third, it provides opportunities for individual learning in addition to allowing learners to work independently and monitor their progress. Fourth, it provides intense motivation for learners, as they agree to do on their laptops what they refuse to do in their textbooks. Videos, animations and graphics motivate learners and accelerate the learning process. Fifth, CALL can incubate learners' positive attitudes toward learning English, which motivates them to use English outside the classroom. Sixth, CALL can equip learners with instant responsiveness and teachers with records of learner progress. Seventh, with CALL, the role of the teacher becomes that of a facilitator rather than a controller; that is, CALL reshapes the learner/teacher relationship. Finally, CALL provides learners with opportunities to master English (Chapelle,