The purpose of this study is to summarize and report on both academic and pedagogical implications of CALL studies published in English Teaching from Vol. 1 (1965) to Vol. 70, n. 2 (2015) by critically reviewing 118 CALL articles in a qualitative meta-analytic approach, and also to suggest future directions for CALL research and practice. The data analysis indicates that English Teaching has m빠 significant achievements in developing technology and language learning research from both quantity and quality standpoints. First, that CALL has been consistently discussed as a major topic. Second, the research has been ground-breaking in topics, technologies, and instructional approaches. Third, the studies have produced meaningful findings, practical suggestions, and positive conclusions for English education in Korea. On the other hand, there are also some neglected aspects: first, the primary concern has been mostly for the effectiveness of new technology by means of quantitative approaches; second, the study scope is limited; third, the research projects are not sustainable or are unsupported by follow-up studies. In the future of CALL, it is hoped that 1) the role and usage of technology will be studied more from the L2 perspective; 2) the target interest will be focused on normal curricula; 3) large-scale research will be better promoted; and 4) more international efforts will be undertaken for theory building.