Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 119

                                
The experimental group was probed further as to the extent that the technology-enhanced
activities of Spanish Partner and Atajo helped them on the same skills.
Table 27
Experimental Group Mean Scores on Core Assessment Questionnaire and Technology-Modified
Questionnaire
Course in general        Technology specific
Write more effectively                3.92                     3.62
Improve speaking ability              4.00                     3.15
Understand grammar                    4.00                     3.73
Apply grammar to speaking             3.65                     3.35
Apply grammar to writing              3.85                     3.92
Understand culture                    3.31                     3.12
Participate effectively in groups     3.77                     2.73
Listen effectively                    3.62                     2.69
Organize thoughts                     3.73                     3.88
Choose appropriate examples           3.58                     3.38
The experimental group rated technology lower than the course in general for helping them to
write more effectively (M= 3.62 versus M= 3.92) as well as helping them to understand
grammar (M= 3.73 versus M= 4.00). Choosing appropriate language examples and visual aids
for oral/written presentations was also scored lower for the technology applications (M= 3.38

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