電腦輔助教學英文是科技與人文的結合，在西方社會已有四分之一世紀的歷史。近數年來，我國也急起直追。利用電腦輔助教學英語時，教師會面臨一些學理及實際上的問題，必須事先廓清，也即是教師必須明瞭自己在教學活動中所扮演的角色。教師的地位和教學的其他要素息息相關：電腦、教材及學生，而尤與電腦有直接互動關係。本文從歷史演進的觀點，分析電腦可當作一個導師、一種工具或一種媒介。英語教師在不同情況下，扮演不同的角色，他可以完全或大部分被取代；他可成為被諮詢者、主導者、指導者。在網際網路日漸成為電腦輔助教學重心後，英語教師若欲勝任教學，必須具備何等層級的電腦知識，本文最後也略加探討，意圖收拋磚引玉之功效。

　　　　　Computer-Assisted Language Learning has been implemented in the industrialized countries for more than two decades. It has experienced quite a lot of change with the advent of personal computers, especially so after the world has entered a new era of Internet. In Taiwan, CALL is going to draw more attention in the English as a foreign language class at the secondary and tertiary level. Computers, as one of three primary factors in the CALL class, may play a different role while the teacher looks at the machine from a different perspective. It could be a tool, a tutor, a stimulus or a medium of communication. The teacher functions in accordance with how he or she perceives of the computer, ranging from a a less-involved sideliner, or a guide, to a consultant. The paper attempts to clarify the role of the English teacher in the age of Internet. At the end, it addresses the issue of what level of computer literacy the English teacher has to obtain so that he or she can do a good job in the CALL class.