It is a commonly held belief that today's "Read/Write Web" has given voice to previously unheard minorities, and that it has enabled all people with an Internet connection to participate in a new "community-driven, participatory space" (Richardson, 2010). Language teachers, no less than others, are also encouraged to believe that the prevalence of networking on the Internet is increasing the multiculturalism of learning and is breaking down cultural barriers. Such a potential obviously has particular relevance to teaching English as an international language and has led many teachers, ourselves included, to rely on the magic powers of the Internet to ensure that our learners have a real audience, thus motivating them to relate their language learning experience to their real-life concerns. However, our personal experiences have sometimes led us to almost unwillingly empathize with those who express concern that the image of a democratic Internet is in fact merely a mirage, all the more dangerous for creating the illusion of all people being given equal voice, while in fact repressing some voices in the most subtle of ways. In this paper, we would like to offer a somewhat different perspective on the hegemonies of Computer-Assisted Language Learning (CALL), first briefly offering our classification of e-learning/CALL hegemonies which builds on Lamy and Pegrum (2012), and then sharing first-hand experiences of some less-frequently explored layers of such hegemonies. We hope that sharing these experiences might be beneficial in highlighting the need for a more critical view toward CALL. [For full proceedings, see ED564162.]