Abstract There are arguments by practitioners for and against applying Computer Assisted Language Learning (CALL) to improve learner autonomy. This study aimed to investigate the effectiveness of teacher’s employment of language learning software on Iranian pre-intermediate EFL learners’ autonomy. To carry out the study, 60 participants were selected from among pre-intermediate students studying English at a boarding school in Khooshab, Sabzevar, Iran. After homogenizing the participants, they were randomly assigned to two groups as the experimental and the control groups. Prior to the treatments, an autonomy pre-test was administered to all the participants. Then, the experimental group received instruction using language learning software and the control group received traditional instruction using printed text materials. Each group received 16 sessions of 90 minutes of instruction and the participants took an autonomy post-test at the end of sessions. The data were collected for the research and then subjected to the appropriate statistical procedures. The results showed that teacher’s employment of language learning software had a significant impact on improving learners’ autonomy in the experimental group. Also, the participants of the experimental group significantly outperformed the control group in autonomy

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