students' composition quality on the first composition to assess comparability and identify
The project was reviewed and approved by the University Committee for the Protection
of Human Subjects (Appendix D). The research study was explained to the students by reading
the informed consent form (Appendix E), and signed informed consent forms were obtained to
determine the students willing to participate. Data collection occurred during the spring semester.
On the student's first day of class, a student information form (Appendix F) was completed
which included contact information and the student's personal assessment of their ability levels
in listening, speaking, reading, and writing, as well as several questions aimed at assessing the
student's experiences with and opinions of technology. Instructors in the foreign language
department normally obtain this type of student information at the beginning of each semester
with some variation in the forms.
The researcher was the instructor for both classes and selected one as the experimental
and the other as the control. The experimental group had regular class time allotted for practice
in the lab on Spanish Partner, once a week during the fifteen-week semester barring any unusual
circumstances for a total of 10 sessions, with the primary area of practice being the subjunctive
mood. The control group remained in the regular classroom and completed traditional
communicative activities. Students could independently go to the lab to practice, and this activity
was documented on a sign-in sheet maintained by the staff in the FLLC and provided to the
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 August 4, 2015.