The burgeoning interest in integrating technology into language education has necessitated language teachers to enhance their competencies and literacies. Consequently, a pressing need arises for a framework tailored to meet teachers' evolving requirements. To address this imperative, I conducted two studies within two distinct teaching contexts. The first study, a phenomenological inquiry, entailed interviews with 12 foreign language teachers in Iranian higher education. Its objective was to delineate the principal components of the computer-assisted language learning (CALL) literacy framework along with its influential factors. Subsequently, the second study aimed to validate the emergent framework from the initial inquiry. This validation was accomplished by utilizing the Delphi method involving ten Persian language experts. The findings elucidated that CALL literacy manifests as a dynamic interplay between language literacy, teaching literacy, and digital literacy. Moreover, influential factors affecting teachers' CALL literacy were identified to encompass academic degrees and qualifications, cognitive abilities, communicative competence, intercultural competence, managerial competence, creativity, and cultural responsiveness. Importantly, these factors were observed to be intricately nested within the contextual milieu. The implications drawn from these findings extended to both language teachers and teacher educators, offering valuable insights into the cultivation and enhancement of CALL literacy within educational settings. [Note: The page range (32-57) shown on the PDF is incorrect. The correct page range is 32-59.]