Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: Title Page
The following text was automatically extracted from the image on this page using optical character recognition software:
EFFECTS OF TECHNOLOGY-ENHANCED LANGUAGE LEARNING ON SECOND
LANGUAGE COMPOSITION OF UNIVERSITY-LEVEL
INTERMEDIATE SPANISH STUDENTS
Raquel Malia Nitta Oxford, B.A., M.A.
Dissertation Prepared for the Degree of
DOCTOR OF PHILOSOPHY
UNIVERSITY OF NORTH TEXAS
Alexandra G. Leavell, Major Professor
Gloria Contreras, Co-major Professor and
Demetria Ennis-Cole, Minor Professor
James D. Laney, Program Coordinator for
Curriculum and Instruction
John C. Stansell, Chair of the Department of
Teacher Education and Administration
M. Jean Keller, Dean of the College of Education
Sandra L. Terrell, Dean of the Robert B. Toulouse
School of Graduate Studies
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
Oxford, Raquel Malia Nitta. Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students, dissertation, December 2004; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc4688/m1/1/: accessed February 18, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .