This study investigated the effect of computer-assisted instruction (CAI) on adult second
language (L2) learners’ vocabulary recognition and production across high and low proficiency
levels. Seventy-four participants were assigned to experimental (CAI) and control groups. All
participants in the CAI group were categorized into high and low proficiency levels, based on
their L2 vocabulary knowledge. The treatment lasted for one semester, 16 sessions, during
which 16 passages were covered. While the CAI group individually worked on the passages
uploaded on the CALL software, enhanced with hypertext annotations, the control group read
the same passages through traditional teacher-directed instruction. The comparison of
vocabulary recognition and production pretest and post-test scores revealed the significant
effect of CAI on L2 learners’ vocabulary uptake in the immediate and delayed post-tests. While
no significant differences were found between the high and low proficiency participants in
terms of their improvement from production pretest to the post-test, lower-level participants
revealed more vocabulary recognition gains. The findings have pedagogical implications for
L2 teachers, practitioners, and courseware designers in that they can rely on CALL software as
a viable scaffolding tool for L2 vocabulary growth.