Research question 3: What composition elements available through the writing assistant
program (Atajo) do students access most?
The Atajo writing assistant logging feature provided unobtrusive observation of students'
use of the software, and analysis of the logs and comparison to resulting compositions can give
valuable insights to the writing process. The writing logs from Atajo provided a detail of the
database features accessed, as well as the word being looked up in the dictionary. A count will
yield the data needed to utilize correlation analysis to determine the relationship between the
number and type of help requests and overall composition quality and quantity.
Research question 4: What is the relationship between the number and type of help
requests to Atajo and composition quality and quantity?
The purpose of the question was to determine whether the experimental group accessed
fewer grammar topics due to their computer practice or if the students accessed the writing
assistant in significantly different ways. Two separate correlation analyses were conducted. One
attempted to predict quality using the overall score on compositions and frequency counts of
writing features accessed. The second correlation addressed quantity measured in total words per
composition and the writing features accessed.
Research question 5: What are students' opinions of utilizing technology to learn to
compose in L2?
Both the student information sheet and Core Assessment Questionnaire contained Likert
scale items and open-ended questions that probed the students' opinions of utilizing technology
to learn to compose. A description of the student opinions was completed with a qualitative
analysis of the responses. These opinions gave insight into the students' attitudes regarding
computers and technology which can impact their use.
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 29, 2015.