Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 2
The following text was automatically extracted from the image on this page using optical character recognition software:
moderate effect from pretest to posttest indicating that the treatment produced some gains in the
experimental group compared to the control group. These results may encourage a shift in the
curriculum to include more writing in practice and assessment and the need to maximize the
appropriate use of technology in language learning.
Background of the Study
Today our worlds (both global and local) are increasingly culturally and linguistically
diverse. Being able to communicate in a foreign language expands the possibilities for
expressing oneself to others to create positive personal and professional relationships.
Administrators and educators at colleges and universities have recognized this increasing
diversity and responded by "internationalizing" their curricula. One of the most obvious places to
begin is with the inclusion and strengthening of foreign or world language offerings with the
belief that the study of world languages can enhance an individual's ability to communicate
effectively with others and be a contributing and productive member of the world community
(Frantz, 1996; Weatherford, 1986). Thus, numerous institutions of higher education require study
of a foreign language for admission or as a degree requirement for graduation as a result of this
globalization of the curriculum.
In foreign language education circles the tendency in recent years has been to move in
terminology from "foreign languages" to "world languages." This highlights the multicultural
and diverse nature of language use and study in the United States. In other words, Spanish, for
example, is not "foreign" to our shores. Although many people continue to utilize the more
familiar term "foreign languages" (as evidenced by U.S. Senate Resolution 170 declaring 2004
and 2005 "Years of Foreign Language Study" (Morrison, 2003)), promotion of the celebration
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
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/m1/11/: accessed March 27, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .