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

Research Hypotheses
This study sought to determine whether the following hypotheses were supported by the
aforementioned data. The study hypotheses were as follows:
The first hypothesis was based on the first research question-how will scaffolding
provided by the use of a grammar and vocabulary practice software program (Spanish Partner)
affect quantity in L2 students' compositions as measured by the total number of words per
composition? The researcher hypothesized that students with grammar and vocabulary practice
would produce a greater number of words during composition after grammar and vocabulary
practice. Stated in the null:
H-0 There is no significant difference over time in the number of words produced by
students who have computer grammar practice and those who do not.
The second set of hypotheses was based on the second research question- how will the
systematic use of a grammar practice software program (Spanish Partner) affect the quality of
L2 learners' compositions as measured by total composition score, and the subscale areas of
Content, Organization, Vocabulary, Grammar/Language Use, and Mechanics (spelling,
accentuation, and punctuation)? The researcher hypothesized that students with grammar and
vocabulary practice would produce better quality compositions on the total composition score as
well as the Vocabulary and Grammar/Language Use subscales. Stated in the null:
H-0 There is no significant difference in the total composition score of students who have
computer grammar practice and those who do not.
H-0 There is no significant difference in the Vocabulary subscale score of students who
have computer grammar practice and those who do not.

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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 10, 2014.