The goal of this study was to explore the intersection of technology, grammar instruction,
foreign language writing, and second language acquisition. That is, the primary objectives of this
study were to determine if systematic grammar and vocabulary computer practice would improve
composition fluency of university-level intermediate Spanish students and how said practice
would affect the students' use of a writing assistant program. The study focused on and was
guided by the following research questions:
1. How will scaffolding provided by the use of a grammar and vocabulary practice software
program (Spanish Partner) affect quantity in L2 students' compositions as measured by
the total number of words per composition?
2. How will the systematic use of a grammar practice software program (Spanish Partner)
affect the quality of L2 learners' compositions as measured by total composition score,
and the subscale areas of Content, Organization, Vocabulary, Grammar/Language Use,
and Mechanics (spelling, accentuation, and punctuation)?
3. What composition elements available through the writing assistant program (Atajo) do
students access most?
4. What is the relationship between the number and type of help requests to Atajo and
composition quality and quantity?
5. What are students' opinions regarding the usefulness of technology for composing in L2?
In this study the nonequivalent groups pretest-posttest design was employed. Pre and posttest
measures were the first and last composition of the semester with the independent variable being
scheduled grammar and vocabulary practice using Spanish Partner. The dependent variables are
total composition quantity and quality as well as the subscale areas of Content, Organization,
Oxford, Raquel Malia Nitta. Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students. Denton, Texas. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc4688/. Accessed September 2, 2015.