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An alternative term, technology-enhanced language learning (TELL),<ref>Bush M. & Terry R. (1997) (eds.) ''Technology-enhanced language learning'', Lincolnwood, Illinois: National Textbook Company.</ref> also emerged around the early 1990s: e.g. the TELL Consortium project, University of Hull.
The current philosophy of CALL emphasizes student-centered materials that empower learners to work independently. These materials can be structured or unstructured but typically incorporate two key features: interactive and individualized learning. CALL employs tools that assist teachers in facilitating language learning, whether reinforcing classroom lessons or providing additional support to learners. The design of CALL materials typically integrates principles from language pedagogy and methodology, drawing from various learning theories such as behaviourism, cognitive theory, constructivism, and second-language acquisition theories like Stephen Krashen's. [[monitor hypothesis]].
A combination of face-to-face teaching and CALL is usually referred to as [[blended learning]]. Blended learning is designed to increase learning potential and is more commonly found than pure CALL (Pegrum 2009: p. 27).<ref>Pegrum M. (2009) ''From blogs to bombs: The future of digital technologies in education'', Perth: University of Western Australia Press.</ref>
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