Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 97
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Mixed Two Factor Analysis of Variance for Content Subscale
Source df Sum of Squares Mean Squares F p
Group 1 4.65 4.65 .62 .43
Error 50 373.73 7.48
Time 1 27.01 27.01 6.71 .01
Time X Group 1 1.16 1.16 0.29 .59
Error 50 201.33 4.03
There was a statistically significant difference between the Content subscale scores for
Composition 1 and Composition 3 with all participants in the study, F(1,50) = 6.71, p = .01.
When examining the interaction of effects between the control and experimental groups, there
was no statistically significant difference, F(1,50) = .62, p = .43.
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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/m1/106/: accessed October 19, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .