Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 112
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of total inquiries to the composition reference aids in Atajo between the control and experimental
groups; therefore, the researcher was able to reject the null hypothesis. Additionally, the
difference between the control and experimental groups in the number of Vocabulary-related
inquiries and General Inquiries was also statistically significant.
Research question 4: What is the relationship between the number and type of help
requests to Atajo and composition quality and quantity?
Correlation analyses were conducted to analyze the relationship between the type of help
request to the Atajo databases and composition performance. One set of calculations was used to
predict quality using a comparison between the change in total overall score on compositions, the
total number of inquiries, Vocabulary-related inquiries, and General Inquiries. The second set of
calculations addressed quantity measured in total words per minute and the total number of
inquiries, Vocabulary-related inquiries, and General Inquiries. There was no statistically
significant correlation between the change in database usage and the change in total composition
score (control: r = -.27, p = .18; experimental: r = -.14, p = .50).
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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/m1/121/: accessed April 28, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .