This quantitative causal comparative ex post facto study compared the performance and persistence of undergraduate English Language Learners (ELL) in a private institution of higher education in Puerto Rico. The sample of convenience consisted of 1,281 freshmen students who were divided into two groups: (a) Group A (n = 339), students that utilized a virtual language learning platform and tutoring in addition to their traditional classroom instruction and (b) Group B (n = 942), students who participated in traditional English language learning pedagogy. The design of the study included quantitative analyses that examined the results of: (a) pretest- posttest, (b) distribution of final grades, (c) course passing rate, and (d) student persistence and (e) final grades in the two subsequent required English courses. The analysis of data included the use the descriptive and inferential statistics of: (a) statistical means (b) T Test, (c) Spearman's Rho Correlational Test, and a (d) Mann Whitney U Test. The comparison between the two groups determined that both groups had a significant increase in learning as exhibited on their individual comparative pretest and posttest scores. Group A's posttest mean gain score increased by 32.89% and Group B's increased by 29.71%. However, a T Test revealed that there was no significant difference in the comparative posttest gain scores. Additionally, the course passing rates of students who participated in the use of language learning software and tutoring (Group A) were examined and compared to students in the classroom with no technological or tutoring intervention (Group B). The results of that part of the study discovered that the student persistence of Group A had no statistically significant difference in terms of the students who persisted over the course of six academic semesters, or its equivalent of three academic years. However, Group A had 60.1% of students who persisted over that time period, while Group B had 59.4% persistence. Most of the literature reviewed for this study focused on ELL short-term student achievement and satisfaction with the use of technology. Additionally, little research was found regarding computer assisted language learning's longitudinal impact on student persistence and achievement. This study presents evidence that using a language learning software and tutoring for the most academically and linguistically unprepared ELL students produce academic performance and three-year persistence rates similar to their more prepared counterparts. This study and its findings contribute to the scarcity in literature regarding the impact of computer-assisted language learning software on longitudinal persistence, retention, and student performance of ELL students in higher education and in Puerto Rico. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]