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

Table 3
Descriptive Statistics for Midterm Exam, Final Exam, and Final Course Grade
Group

Midterm Exam
Final Exam
Final Course Grade

Control (n
M= 83.12
SD = 8.62
Range 67
M= 85.62
SD = 8.83
Range 67
M= 85.27
SD = 6.12
Range 74

= 26)

97

Experimental (n= 26)
M= 83.54
SD= 10.57
Range 55- 100
M= 85.96
SD = 11.34
Range 58- 100
M= 87.05
SD = 6.93
Range 73- 100

99

95

Course Assessments
In relation to the midterm exam, final exam, and final course grades, the data revealed
that students in both the control and experimental groups were very similar (Table 3). The means
for the midterm exam, final exam, and final course grade are nearly identical for both the
experimental and the control groups, implying comparability of groups. The standard deviations
for the control on the midterm exam (SD = 8.62) and the final exam (SD = 8.83) are lower than
the experimental group (SD = 10.57 and SD = 11.34, respectively) which indicates that
individuals in the control group tended to have less variability across their scores than the
participants in the experimental group.

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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 August 29, 2014.