In an increasingly globalized world, the demand for effective language learning strategies has never been higher and greater. As teachers and educators strive to meet the diverse needs of language learners, technology has emerged as a powerful tool in the educational landscape to effectively equip English language teachers to address students’ language needs. Computer-assisted language learning (CALL) represents a significant shift in how language education is delivered, particularly in teacher education. However, due to dominant socio-political forces, strong cultures of accountability, and the hegemony of English in the ‘Global South’, it becomes increasingly more complex to leverage the affordances of technology in the preparation of English language teachers.