Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 103
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Mixed Two Factor Analysis of Variance for Grammar/Language Use Subscale
Source df Sum of Squares Mean Squares F p
Group 1 23.56 23.56 3.55 .07
Error 50 331.95 6.64
Time 1 35.20 35.20 9.57 .00
Time X Group 1 6.25 6.25 1.70 .20
Error 50 183.93 3.68
There was a statistically significant difference between Grammar/Language Use subscale scores
for Composition 1 and Composition 3 with all participants in the study, F(1,50) = 9.57, p < .01.
When examining the interaction of effects between the control and experimental groups, there
was no statistically significant difference, F(1,50) = 3.55, p = .07. This p value of .07 for
Grammar/Language Use-the focus of this study's treatment-gains between the experimental
and the control groups comes the closest to statistical significance of all the subscale scores.
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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/m1/112/: accessed November 20, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .