Abstract: This study is an attempt to examine the effect of Computer Assisted Language Learning on reading comprehension in an EFL context. It was hypothesized that CALL has positive effect on reading comprehension. Forty male learners of English at an intermediate level of linguistic proficiency after a proficiency test were randomly selected as the participant of this study and were assigned into two groups of experimental and control on the base of their performance in reading comprehension. The experimental group treatment was by computer and control group had same materials on the printed texts. T-test was employed as the means of statistical analysis. The result of T-test supported out hypothesis that there was a significant difference between experimental and control groups. The findings of this study carry important implication for foreign language syllabus designers, curriculum planners and language instructors.