Technology becomes an inseparable part of our lives. Although the concept of using it in teaching English is not something new, the ongoing technology and the changing needs of learners encourage all the academics to adapt in certain patterns in order to achieve the learning goals. Thus, CALL as computer-assisted language learning evolves by years as an approach in English teaching and learning process. Integrating technology into language teaching could be favorable to both to teachers and learners. Practically, there are various applications and programs of computers and digital software that can be used in CALL approach to English language teaching, but how they are incorporated into lessons in class transition between offline and online learning generates many possibilities. In this case, the writer conducts a study related to CALL implementation and to specifically investigate: (1) CALL applications used by the teachers in ELT, (2) teachers’ experiences, and (3) the teachers’ reflections of using CALL in ELT in both offline and online classes. The study sets the subjects of the study after taking an indication that CALL has been applied on the site of the study. Four English teachers in Universitas Wiraraja is selected to be subjects of the study. Qualitative study design is applied to Four English teachers selected, using saturated random sampling, then interviewed before and during the study. Finding of the study indicates, CALL applications used by the teachers in offline and online classes are Microsoft Word, PowerPoint, video player, and YouTube, Zoom, PowerPoint, Google Classroom, WhatsApp, Microsoft Word, YouTube, and Google meet, which has beneficial systems both to teachers and learners along with the challenges occurring in offline and online learning. These are time efficiency, flexibility, and self-autonomous learning, along with inadequate support both between teachers and students, direct teacher-student interactions and poor class interaction. While the teachers’ reflections of using CALL in ELT in both offline and online classes, indicated that four English skills into teaching-learning practice were integrated in both conditions of offline and online learning environments, under the circumstances that the teachers and students are fairly accommodated with material adequacy and knowledge skills of technology. In terms of motivation and encouragement, direct teacher-student discussion and interactions, offline class settings provide a better engagement than online class settings. While, online class offer possibilities for easy-access availability of software, programs, and websites to anyone including teachers and students, anytime, anywhere.