Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 106
The following text was automatically extracted from the image on this page using optical character recognition software:
Plot of Means for Mechanics Subscale
4.1 .. .
3.9 . ..o....""
As seen in Figure 8, the differences in gains for the Mechanics subscale score were not
statistically significant and show a more parallel growth pattern for the two groups.
The researcher hypothesized that students with grammar and vocabulary practice would
produce better quality compositions on the total composition score as well as the Vocabulary and
Grammar/Language Use subscales. Stated in the null:
H-0 There is no significant difference in the total composition score of students who have
computer grammar practice and those who do not. Data shows that there was no statistically
significant difference in the total composition score between the control and experimental
groups; therefore, the researcher was not able to reject the null hypothesis.
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/m1/115/: accessed June 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .