Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 95
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found between the experimental and control group in these analyses, the general trends in the
increases for the experimental group are visible in the figure plots for the total composition score
(Figure 3) as well as the subscales of Content (Figure 4), Organization (Figure 5), Vocabulary
(Figure 6), and Grammar/Language Use (Figure 7).
Mixed Two Factor Analysis of Variance for Total Composition Score
Source df Sum of Squares Mean Squares F p
Group 1 123.87 123.87 1.68 .20
Error 50 3684.26 73.69
Time 1 570.12 570.12 15.52 .00
Time X Group 1 38.77 38.77 1.06 .31
Error 50 1836.99 36.74
There was a statistically significant difference between the total composition scores for
Composition 1 and Composition 3 with all participants in the study, F(1,50) = 15.52, p < .01.
When examining the interaction of effects between the control and experimental groups, there
was no statistically significant difference, F(1,50) = 1.68, p = .20.
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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/m1/104/: accessed February 19, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .