Gender Differences: Vocabulary Retention and Access to Translations for Beginning Language Learners in CALL

This study investigated the effect of first language (L1) translations on males and females who are beginning French students engaged in a computer assisted language learning (CALL) lesson. Specifically, it examined whether access to L1 translations affected their performance differently on receptive vocabulary tests. It also examined whether there were differences in how much time they spent looking up translations. Analyses indicated that, when the students were given bilingual multiple‐choice tests, there were no significant differences between males and females on their short‐term (ST; immediately after the lesson) or long‐term (LT; 2 weeks after the lesson) retention test scores, though all learners in the translation group demonstrated significantly greater ST and LT retention than those without translations ( p < .001). In addition, there were no significant differences in the amount of time males and females spent in looking up translations. Findings suggest that males and females can benefit from a CALL environment that renders meaning clearly and that they should be free to select their preferred modes of learning when learning from a CALL lesson.