This article reports the results of a study of the effectiveness of computer‐assisted language learning (CALL) in the acquisition of English as a second language by Arabic‐ and Spanish‐speaking students in an intensive program. The study also examined two student variables—time spent using and attitude toward the CALL lessons—as well as four cognitive/affective characteristics—field independence, ambiguity tolerance, motivational intensity, and English‐class anxiety. English proficiency was measured by the TOEFL and an oral test of communicative competence. Results indicated that the use of CALL lessons predicted no variance on the criterion measures beyond what could be predicted by the cognitive/affective variables. In addition, it was found that time spent using and attitude toward CALL were significantly related to field independence and motivational intensity. These results indicate that (a) certain types of learners may be better suited to some CALL materials than other students and (b) it is necessary to consider many learner variables when researching the effectiv