Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 101
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Mixed Two Factor Analysis of Variance for Vocabulary Subscale
Source df Sum of Squares Mean Squares F p
Group 1 2.78 2.78 0.71 .40
Error 50 195.60 3.91
Time 1 40.63 40.63 18.45 .00
Time X Group 1 2.78 2.78 1.26 .27
Error 50 110.10 2.20
There was a statistically significant difference between the Vocabulary subscale scores for
Composition 1 and Composition 3 with all participants in the study, F(1,50) = 18.45, p < .01.
When examining the interaction of effects between the control and experimental groups, there
was no statistically significant difference, F(1,50) = 0.71, p = .40.
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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/m1/110/: accessed September 26, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .