This study investigated the effect of hypermedia on enhancing vocabulary learning among non-native English speakers. Participants were 63 volunteer, international graduate students, enrolled in an Intensive English Program, English as a Foreign Language, or graduate program at a mid-Atlantic university. Variables measured included vocabulary learning, computer anxiety and attitude, and learning patterns. Treatment consisted of five sessions using hypermedia courseware, followed by a posttest and retention test 2 weeks later. A statistical analysis of the data showed that the participants' performance in achievement increased significantly; computer anxiety decreased; performance in achievement was found to be related to the levels of computer anxiety; and findings on the effects of field dependence/independence were conflicting. The paper provides the theoretical assumptions for a semantic network-based hypermedia learning environment. Tables and figures illustrate the statistical findings. (Contains 30 references.) (ALF)