Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 108
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Table 19
Student Usage of Atajo Databases for Composition 1Type of Use
Vocabulary-related
Grammar Reference
Naive Grammar
Phrases Reference
Vocabulary Reference
General Inquiries
TotalControl n= 26; Experimental n= 26
For Composition 1 (Table 19), students in both the control and experimental groups
relied primarily on the dictionary feature of Atajo. Only one student in the control group and two
students in the experimental group consulted the databases for Grammar, Phrases, and
Vocabulary. The experimental group carried out more General Inquiries (M= 28.20 versus M
19.13) and Vocabulary-related inquiries (M= 17.64 versus M= 8.46) than the control group. The108
m
Group
Control
Experimental
Control
Experimental
Control
Experimental
Control
Experimental
Control
Experimental
Control
Experimental
Control
ExperimentalM
8.46
17.64
0.16
0.00
0.00
0.00
0.00
0.16
0.00
0.16
19.13
28.20
27.83
46.36SD
10.97
14.57
0.82
0.00
0.00
0.00
0.00
0.00
0.00
0.00
19.27
19.79
29.72
31.33Range
0 -41
0 -58
0-4
0
0
0
0
0-4
0
0-4
0 -79
0 -64
0 121
0- 123
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Oxford, Raquel Malia Nitta. Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students, dissertation, December 2004; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc4688/m1/117/?rotate=90: accessed April 19, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .