An overview of the research questions, the measurement instruments and the data
analysis procedures is shown in Figure 2 below.
Research Questions and Data Analysis Summary
Research Question Measurement Instruments Data Analysis
and Data Sources
1. How will scaffolding provided Compositions Word count
by the use of a grammar and Repeated measures ANOVA
vocabulary practice software
program (Spanish Partner) affect
quantity in L2 students'
compositions as measured by the
total number of words per
2. How will the systematic use of Measures are components Mixed two factor ANOVA
a grammar practice software of composition rubric
program (Spanish Partner) affect (Appendix J): Total
the quality of L2 learners' composition score,
compositions as measured by total Content, Organization,
composition score, and the Vocabulary, Language
subscale areas of Content, Use/Grammar, Mechanics
Organization, Vocabulary, (spelling, accentuation,
Grammar/Language Use, and punctuation); Which
Mechanics (spelling, area(s) improve(s) or are
accentuation, and punctuation)? affected significantly?
3. What composition elements Writing logs from Atajo Frequency distribution
available through the writing
assistant program (Atajo) do
students access most?
4. What is the relationship Total score on composition Correlation
between the number and type of rubric (Appendix J) and
help requests to Atajo and frequency counts on
composition quality and quantity? writing logs from Atajo
5. What are students' opinions of Student info form and Core Qualitative analysis of
the usefulness of technology for Questionnaire (Both have responses to open-ended
composing in L2? Likert scale and open- questions
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, 2016.