A study investigated the instructional effectiveness of Autotutor, an interactive video program developed at Trinity College (Ireland), based on its ability to create an environment promoting learner interaction in a second language. Six students in three monolingual pairs (Japanese, Korean, Spanish) were filmed and recorded using the business English program "Meaningful Negotiation." Recordings were transcribed and analyzed for utterance and pause length, and also for the nature of conversational adjustments, including quantity, quality, function in the context of the activity, learner preferences, and first language use. Results are discussed in these areas: use of pairing of learners of different proficiency; preference for certain question types; participants' emphasis on negotiation of content meaning rather than linguistic meaning; task design and degree to which talk is sustained; turn-taking in mixed- and matched-ability pairs; and the program's ability to promote interactional adjustments and sustained talk. Contains 17 references. (MSE)