This book aims to explore the effect of computer-assisted language learning (CALL) on the sophomore undergraduate students? success on the TOEFL exam. The study was designed as quasi-experimental research and two variables were focused on: Computer-assisted language learning and traditional instruction. Experimental group was taught using computer-assisted instruction in a language laboratory while the control group was taught using a traditional method of instruction in a traditional classroom setting. The results showed that there was no statistically significant difference between the control and experimental groups in overall scores and on the structure section. However, statistically significant differences were found in the scores on the reading and listening sections. The interviews showed that the participants in the experimental group valued computer-assisted language learning. However, it was suggested by the participants that computer-assisted language learning should be incorporated into the regular classes, where especially listening skill is focused on.