class. While the two groups were mostly similar in classification, there were more
upperclassmen in the experimental group than in the control group. Classification, however, was
shown not to be correlated to composition gains for the entire population, r = .02, p = .86 or the
individual groups: control, r =-.12,p = .56 and experimental, r = .10,p = .65.
Previous Study of Spanish
Students were asked about their previous years of study of Spanish. The mean years of
study for the control group were M= 2.73 while that of the experimental were M= 3.19, a
slightly higher average due to two participants that stated they had classes in elementary as well
as middle school. Totally excluding the two cases yielded a mean of M= 2.58 years of study for
the experimental group. The two students were not considered outliers and were retained since
no statistically significant correlation was found between years of previous study of Spanish and
composition gain either for the entire sample of the study, r = .11, p = .45; the experimental
group including them, r = .01, p = .99 or the experimental group excluding them, r = .21, p = .34.
Independent Use of Spanish Partner
Spanish Partner is currently available in the Foreign Language Learning Center only as it
does not easily run on Windows versions newer than Windows 1998 operating system
(Microsoft Corporation, www.microsoft.com). Sign in sheets are provided to the instructors from
the FLLC which indicate the amount of time that the students spent in lab and what software
program the students were using or task they were completing. In the control group only one
student reported going to lab to work on Spanish Partner, for a total of 30 minutes.
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 August 30, 2015.