Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: VI
View a full description of this dissertation.
23. Analysis of Variance of Change in General Inquiries by Group ..........................................111
24. Correlations Between Composition Quantity, Quality, and Atajo Usage.............................113
25. Student Opinions of Technology-Enhanced Language Learning .........................................115
26. M ean Scores on Core Assessment Questionnaire.................................................................118
27. Experimental Group Mean Scores on Core Assessment Questionnaire and
Technology-M odified Questionnaire..................................................................119
vi
Upcoming Pages
Here’s what’s next.
Search Inside
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page .
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
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/m1/8/ocr/: accessed April 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .