Abstract
This multi-method research examines the effects of gender, personality and keyboard control on foreign language learning and interaction patterns of 60 intermediate French students in a computer assisted language learning environment at the university level. This study includes ten female dyads (pairs), ten male dyads, and ten mixed-gender dyads. Results of the Analyses of Variance reveal that learning achievement and interaction patterns at the computer are more strongly related to personality differences and keyboard control than to gender differences, although males and females still perform differently, yet not quite as expected. The most detrimental factor in this computer based French activity was shown to be the inability for linear learners, whether males or females, to adjust to the nonlinear format of foreign language hypertexts.
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