creates a friendly and low-anxiety learning environment that allows “all” rather than “some” students to participate (Kern, 1995; Lee, 2002, Magnan, Farrell, Jan, Lee, Tsai, & Worth, 2003) and make students improve their communicative skills faster than ever before. Although web-based language learners might choose to limit their online connection times, or they may not have access at all due to the connection problems, computers have a variety of offline software such as e-books and audio books which mostly lack the interactional factors but conquer this problem. They can be used by learners on their computers without any necessity for connection to the internet. In so many developing countries where the internet connections have a very low speed, these offline materials look so invaluable since they can prevent students from wasting their time. The impact of Computer Mediated Communication (CMC) on FL learning has been approved by so many researches (Kelm, 1992; Ker1995; Ortega, 1997). Given the characteristics of computer assisted language learning (CALL) as a medium of education, there seems to be a need to consider learners’ characteristics as an indivisible part of learning. In Ozlem Bayat (2011, p.107) words “EFL learners are responsible for finding settings outside school where the target language is used, for example: the internet, participation in certain activities and using self-access canters”. Autonomous learners are those who seek the opportunities to learn outside classroom setting and create their own instructional settings freed from the teacher (Breen & Mann, 1997). It is critical for learners to take advantage of as many opportunities as they can to learn and use the target language. Computers as a prominent part of these opportunities can help learners to foster their autonomy but the way in which they can be used is controvertible. In area of language learning, speaking skills have a privileged status in the language-learning world (Egan, 1999). Both educators and language learners consider speaking a fundamental communicative skill in which development is often expected. However, evidence reveals that foreign language educators regularly experience difficulties in fostering speaking activities due to multiple reasons – some of which are beyond their control. Understanding these difficulties and finding solution for improving students’ speaking thorough using different type of CMC is one of the aims of this study. Another influential factor in language learning situation is learner autonomy. Autonomy is generally defined as the capacity to take charge of, or responsibility for one’s own learning (Holec, 1981, p. 3). It is both a social and an individual construct, which involves the personal development of each student and, at the same time, interaction with others (La Ganza, 2001). Research findings ha creates a friendly and low-anxiety learning environment that allows “all” rather than “some” students to participate (Kern, 1995; Lee, 2002, Magnan, Farrell, Jan, Lee, Tsai, & Worth, 2003) and make students improve their communicative skills faster than ever before. Although web-based language learners might choose to limit their online connection times, or they may not have access at all due to the connection problems, computers have a variety of offline software such as e-books and audio books which mostly lack the interactional factors but conquer this problem. They can be used by learners on their computers without any necessity for connection to the internet. In so many developing countries where the internet connections have a very low speed, these offline materials look so invaluable since they can prevent students from wasting their time. The impact of Computer Mediated Communication (CMC) on FL learning has been approved by so many researches (Kelm, 1992; Ker1995; Ortega, 1997). Given the characteristics of computer assisted language learning (CALL) as a medium of education, there seems to be a need to consider learners’ characteristics as an indivisible part of learning. In Ozlem Bayat (2011, p.107) words “EFL learners are responsible for finding settings outside school where the target language is used, for example: the internet, participation in certain activities and using self-access canters”. Autonomous learners are those who seek the opportunities to learn outside classroom setting and create their own instructional settings freed from the teacher (Breen & Mann, 1997). It is critical for learners to take advantage of as many opportunities as they can to learn and use the target language. Computers as a prominent part of these opportunities can help learners to foster their autonomy but the way in which they can be used is controvertible. In area of language learning, speaking skills have a privileged status in the language-learning world (Egan, 1999). Both educators and language learners consider speaking a fundamental communicative skill in which development is often expected. However, evidence reveals that foreign language educators regularly experience difficulties in fostering speaking activities due to multiple reasons – some of which are beyond their control. Understanding these difficulties and finding این مطلب را هم بخوانید : این مطلب را هم بخوانید : solution for improving students’ speaking thorough using different type of CMC is one of the aims of this study. Another influential factor in language learning situation is learner autonomy. Autonomy is generally defined as the capacity to take charge of, or responsibility for one’s own learning (Holec, 1981, p. 3). It is both a social and an individual construct, which involves the personal development of each student and, at the same time, interaction with others (La Ganza, 2001). Research findings have provided evidence that autonomy is of general concern in second or foreign language learning (Dafei, 2007; Wenden, 1998; Zhang & Li, 2004). As a result, the trends in language teaching has recently moved toward making learners more autonomous and shifting the responsibility toward the learner (Wenden, 1998). Considering the above facts, it seems that in spite of the numerous studies which have tried to understand different aspects of CALL, still there ve provided evidence that autonomy is of general concern in second or foreign language learning (Dafei, 2007; Wenden, 1998; Zhang & Li, 2004). As a result, the trends in language teaching has recently moved toward making learners more autonomous and shifting the responsibility toward the learner (Wenden, 1998). Considering the above facts, it seems that in spite of the numerous studies which have tried to understand different aspects of CALL, still there