Development and evaluation of interactive videodisc (IVD) courseware for English-as-a-Second-Language (ESL) instruction are described. Effective listening and viewing strategies, identified through descriptive research, were incorporated into an existing ESL IVD. Subjects, 81 college ESL students, were pre-tested, then divided into control and experimental groups. The control group worked on the original IVD version, the experimental group on the revised version. After online practice, all subjects took a posttest. Then 33 of the 81 were further divided into two groups, one receiving another session of individual online strategy training as before, and the other working in a small group on the revised version. A delayed posttest focusing on comprehension and recall was then administered. No differences were found in the effects of strategy training or group/collaborative learning. Questions in the pretest, posttest, and delayed posttest elicited responses about strategy use; these were analyzed for insight into strategy training. It is concluded that the teaching of learning strategies is sensitive to many variables. A major limitation seen in this study is lack of training time for subjects. However, it is concluded that this approach to incorporating computer-assisted language learning strategies into the regular curriculum is useful. Contains 38 references. (MSE)