Abstract
Computer-Assisted Language Learning (CALL) has been a heated topic for years as this theme consists of positive impact on pedagogy. In the field of teaching and learning writing, researchers with a wide range of studies figured that CALL provides both lecturers and students opportunities for enhancing self-confidence, fluency, and accuracy. Most scholars have indicated that the positive effects of CALL in writing appeared clearly. By reviewing sixteen articles related to the topic, the writers revealed the effectiveness of CALL in the context of teaching and learning writing both inside and outside the classroom. Additionally, the challenges of utilizing CALL for writing subjects are also provided a spotlight. The study also mentions the common similar limitations that reviewed articles comprise, hence, the suggestion for further research will follow.
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