The integration of computer-assisted language learning (CALL) has held increasing interest among the community over the last three decades. One paper which has taken stock of this interest and modelled the factors that impact integration has been written by Hong (2010). While Hong's model has significantly contributed to understanding technology integration in language classrooms, several methodological shortcomings limit its validity. Specifically, Hong's (2010) reliance on a limited number of studies and the lack of systematic evidence to support the centrality of CALL teacher education raise concerns about the model's robustness. Furthermore, the literature review process used to position the individual and contextual factors remains unclear, leaving the strength of the evidence base uncertain. Given these shortcomings, this study conceptually replicated the literature review and subsequent spherical model from Hong (2010) to determine the validity of this model and understand the current complexities of CALL integration. The conceptual replication was based on 138 studies from eight Q1-ranked CALL journals. From this literature, we found that Hong's three spheres: CALL teacher education, individual teacher, and contextual factors, continued to represent the majority of CALL integration factors validly. However, we found a much broader range of relevant sub-factors within these three broad spheres. For CALL teacher education factors, we found teachers desired pedagogically-linked training. For individual teacher factors, time management was a pertinent factor. For contextual factors, we found an intricate split between institutional and country-specific factors and a mixed picture of country and institutional responsibility. This latter mixed picture included inflexible teaching methods.