The interaction of cooperative learning and computer-mediated interactive videodisc in beginning Spanish
Abstract
This study investigated cooperative class structure and computer-mediated interactive videodisc technology (CALL/IVD) used as a supplemental instructional device in beginning Spanish. The experiment, conducted at the United States Air Force Academy in the Fall of 1988, used as subjects cadets (N = 113) enrolled in the Advanced Placement beginning Spanish course. The cadets were randomly assigned to two treatment groups: (1) Monadic and (2) Dyadic. Those in the dyadic group were then randomly paired with a partner. All subjects viewed four Zarabanda interactive videodisc lessons over a two-week period. Each lesson was composed of several video segments followed by comprehension check items. Feedback statements were provided for each item; a video replay option was made available on demand. The monadic group completed the treatment lessons individually at CALL/IVD workstations; the dyadic group completed all lessons similarly but with their assigned partner. Students in both groups, individually, took a 42-item criterion-based achievement test in multiple-choice format on the content of the video. Four types of questions were included in the posttest--Explicit, Implicit, Inferential and Logical-Sequential. All subjects completed pre- and post-experiment attitudinal questionnaires. Overall achievement scores on the posttest indicated no statistically significant difference between the two treatment groups. Further analysis on the subscores, however, revealed a statistically significant difference (p $<$.01) between groups on the Implicit items. The dyads outperformed the monadic group in answering the Implicit items included in the achievement test. Post-experimental results from the attitudinal questionnaire indicated an improved positive attitude towards learning Spanish. Attitude towards the content and the design features of the experimental lessons was very encouraging as well. In terms of class structure (i.e., monadic and dyadic), preference for working in pairs or alone was approximately evenly divided among all students regardless of the treatment conditions. The results of this study have shown no significant difference between the paired method and a monadic approach using CALL/IVD materials for promoting achievement in beginning Spanish which, therefore, suggests the practicality of using either dual-position or individual CALL/IVD workstations in language learning laboratories.
Degree
Ph.D.
Advisors
Smith, Purdue University.
Subject Area
Language arts|Educational software
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