The computer has been used in ELT instruction since 1960s, both as an instructional and learning tool (Warschauer & Healey, 1998). Due to the pedagogically different use of computer technology in ELT teaching, Warschauer et al. (1998) divides the development of computer-assisted language learning into three stages: behaviourist CALL, communicative CALL, and integrative CALL. While behaviourist CALL is based on behaviourist learning theory with a drill-and–practice approach, communicative CALL adopted cognitive/ constructivist approaches provides learners with more opportunities to construct new knowledge and language based on their existing knowledge through exploring, solving problems, and testing hypothesis of the software (Kern & Warschauer, 2000). With the development of Information and Communication technology, researchers have shifted the attention from using communicative language teaching to a socio-cognitive view which emphasized language learning and language use in an authentic and meaningful social setting (Warschauer & Healey, 1998) through interaction and collaboration. The context-based integrative CALL is aimed to combine metacognitive and social metacogntive learning as well as language development with the use of information technology.