Computer technology has been applied widely as an educational tool in second language learning for a long time. There have been many studies discussing the application of computer technology to different aspects in second language learning. However, the learning effect of both de-contextualized multimedia software and sound gloss on second language students had been rarely explored. The purpose of this study was to examine the effect of computer-assisted language learning (CALL) on de-contextualized multimedia software vocabulary learning and retention for college level students in Taiwan. One-hundred-fifty-five participants completed this experiment. The control group class was taught in a regular classroom. The experimental groups were taught in a computer laboratory. The goal of this instruction was to learn 300 English words. There were three tests for all three groups: pre-test, post-test 1, and post-test 2. The researcher administered a 40-question multiple choice test based upon the 300 words. The second post-test took place one week following the first post-test. Upon analyzing the data, recommendations were developed. The results of the study indicated that the multimedia software group had better learning and retention results than traditional classroom teaching. The de-contextualized multimedia vocabulary-learning software program had better learning and retention result than traditional classroom teaching. Furthermore, these results affirmed that the sound gloss can help for the Taiwanese college level students' vocabulary learning and retention results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]