Summary writing is considered one of the paramount assessments to determine students' reading comprehension. The purpose of this study is to examine the kinds of Computer-Assisted Language Learning (CALL) used in summary writing in relation to contexts and the points of recommendation for future research in the English language teaching (ELT) setting. To this end, databases (i.e., Google Scholar, Crossref, and Scopus) were reviewed, and eight articles that were published between 2016 and 2020 were fully analyzed. A systematic content analysis method was used to analyze the articles. The study found that the kinds of CALL used in the summary writing informed the contexts of study, and that CALL can enhance students' engagement and increase autonomous learning. Various suggestions for teachers, practitioners, and future research are pointed out.