In this entry, we first define reflective learning and introduce the theoretical underpinnings of reflective approaches to language learning and teaching. How these theoretical underpinnings collectively inform the reflective approach to computer-assisted language learning (CALL), emphasizing the active, experiential, and critical nature of language learning through technology, are then discussed. Next, a review of the empirical studies on incorporating various technological tools, for example, blogs, e-journals, e-portfolios, and reflective mobile applications, and their associated effects on creating reflective learning opportunities for students are provided. Finally, we delve into the discussion of emerging technologies that hold potential relevance to reflective CALL, exploring the possible effects and applications of these technologies in enhancing the reflective process, engagement, and learning outcomes.