Presentation of Findings
Fifty-two university-level foreign language learners enrolled in the researcher's
intermediate Spanish classes (SPAN 2040) participated in this study. The purpose of this
research was to identify and to describe the possible benefits of grammar drill and practice on the
composition of intermediate Spanish students. The goal was to determine how students who are
provided regular opportunities to practice Spanish grammar skills using Spanish Partner
software access a writing assistant software program differently in comparison with students who
are not provided regular opportunities to practice Spanish grammar skills with Spanish Partner
software and whether said practice improves their composition ability.
The students completed a Student Information sheet (Appendix F) the first day of class in
order to inform the researcher as to their comfort with speaking in Spanish, comfort with writing
in English as well as Spanish, computer skill level, and experience with technology. Students
also rated their ability in Spanish for listening, speaking, reading and writing. At the end of the
course, the students provided additional demographic information (Appendix L) such as gender,
age, race/ethnicity, classification, study of Spanish in grades K-12 as well as instruction in
technology. While utilizing two sections taught by the instructor/researcher might be considered
a convenience sample, having the same instructor for both sections had the advantage of
controlling for instructor effects (often stated to be a threat to internal validity).
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 April 18, 2015.