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

technology to learn language. The Student Information Sheet was helpful in identifying potential
outliers at either end of the language ability continuum. Questions were both on a Likert scale
and open-ended:
3. How comfortable are you with writing in English? (please circle one)
Not at all comfortable 0 1 2 3 4 Extremely comfortable
4. How comfortable are you with writing in Spanish? (please circle one)
Not at all comfortable 0 1 2 3 4 Extremely comfortable
5. How would you rate your computer skills level? (please circle one)
No prior experience Beginner Intermediate Expert
Compositions
Three compositions were assigned during the course of the semester and all writing took
place in the language lab, the Foreign Language Learning Center (FLLC), during class time. The
three compositions assigned during the semester counted for 10% total of the final course grade.
As per the informed consent form, the students were aware that the researcher was "interested in
how [their] instruction affects your success....conducting a study of the effects of technology
enhanced language learning on composition...". The prompts in their entirety with the directions
for logging on to Atajo are included as Appendices G, H, and I but are included here in
abbreviated form for convenience of the reader.
Composition 1 (pretest): As we brainstormed in our pre-writing exercise on Tuesday, you
will be writing about a problem or situation that impacts your environment. This could be
a social or environmental issue, such as recycling, racism, excess noise or pollution.

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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 July 30, 2014.