This study looked at the use of a computer-based voice-interactive language learning system (VOXBOX) for teaching English as a Second Language. The intention of the study was to determine whether students who used VOXBOX as an exclusive instructional method could do as well as or better than students who used non-computerized, teacher-directed methods in improving the English-speaking proficiency level of limited-English-proficient (LEP) refugees seeking amnesty in the United States. A criterion-referenced instrument, the Basic English Skills Test (BEST) was used to measure the English proficiency gains between pre- and post-tests for an experimental and a control group. The experimental group used VOXBOX and the control group did not. Results showed that the VOXBOX students achieved significantly higher gains than the control group. It is concluded that VOXBOX ought to be considered as a serious tool to augment or even replace teacher-directed training efforts in teaching English as a Second Language. (Author/JL)