RECENT RESEARCH IN LEARNING AND IN FOR-eign language teaching has shown that both cooperative learningdefined as those instructional settings that encourage collaborative, interactive, peer teaching and learning-and mediated activities (computer-assisted instruction/computer-assisted language learning-CAI/CALL) can have independent and significant positive effects on student achievement and attitude. Researchers attribute these learning outcomes primarily to the amount of student-student interaction and to the learners' active, purposeful, task-oriented participation in associated learning events. Additional evidence suggests that this type and degree of interaction and participation can further be enhanced by the addition of interactive videodisc (IVD) technology in the language learning environment. 1 Since interaction and active participation are both factors that facilitate second language (L2) learning, and since classroom instruction that focuses on cooperative and mediated activities is thought to promote learner interaction and encourage active participation, the combination of CALL/IVD and cooperative learning can therefore be considered a significant instructional strategy which merits validation for implementation in L2 curricula.This article reports the results of research conducted to evaluate the combined effect of cooperative learning and computer-mediated interactive videodisci.e., individuals alone (monads) versus pairs of learners (dyads) studying at CALL/IVD workstationsand its rela-Thc M o d a Languogc Journal, 75, ii (1991) O1991 Thc M o h Lanpage,]ournai 0026-7902/9 1/OO02/205 $1.50/0 tive impact on achievement in beginning Spanish.
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