Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 99
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Mixed Two Factor Analysis of Variance for Organization Subscale
Source df Sum of Squares Mean Squares F p
Group 1 3.12 3.12 1.14 .29
Error 50 136.80 2.74
Time 1 18.62 18.62 13.64 .00
Time X Group 1 1.16 1.16 0.85 .36
Error 50 68.22 1.36
There was a statistically significant difference between the Organization subscale scores for
Composition 1 and Composition 3 with all participants in the study, F(1,50) = 13.64, p < .01.
When examining the interaction of effects between the control and experimental groups, there
was no statistically significant difference, F(1,50) = 1.14, p= .29.
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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/m1/108/: accessed January 20, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .