Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 1
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PURPOSE, BACKGROUND, AND HYPOTHESES OF STUDY
The purpose of this study was to examine the effects of technology-enhanced language
learning on university-level intermediate Spanish students' composition skills in the second
language (L2) in order to identify and to describe the possible benefits of grammar computer
drill and practice on the writing of intermediate Spanish students. Specifically, the treatment was
the use of a grammar and vocabulary practice software program (Spanish Partner) and a writing
assistant program (Atajo). The goal of this study was to determine whether or not students who
are provided scheduled sessions to practice grammar skills using Spanish Partner software
access a writing assistant software program differently than students who are not provided
regular opportunities to practice grammar skills with Spanish Partner software and whether said
practice improves their composition-writing ability. This study investigated the differences in
student performance on composition quality and quantity for students in a technology-enhanced
instructional approach that incorporated 30 minutes minimum per week in a lab setting during
class time and those who received traditional instruction in the classroom.
There were no statistically significant differences between the experimental group and
the control group on composition quantity and quality. However, results of this study indicate
that there were improvements over time in composition performance for both the experimental
and the control groups. Students in the experimental group accessed the databases of the Atajo
writing assistant less on the final composition than the control group and showed greater gains in
composition quality. The treatment of grammar practice with Spanish Partner showed a small to
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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/m1/10/?rotate=270: accessed December 16, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .