Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 114
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opinions of utilizing technology to learn to compose. In a first step to determine participants'
experience and attitudes with technology, students were asked to rate their computer skill level at
the beginning of the semester, indicating the level as No prior experience, Beginner,
Intermediate or Expert. In the control group, one student (3.8%) was self-identified as a beginner
while 19 (73.1%) identified themselves as intermediate and six (23.1%) claimed to be experts. In
the experimental group, one student (3.8%) was self-identified as a beginner while 23 (88.5%)
identified themselves as intermediate and only two (7.7%) stated they were experts.
When asked whether or not students had ever used technology to learn language, 88.5%
of the control indicated that they had used technology as compared to 84.6% of the experimental.
It was discovered that four students in the experimental group said they had never experienced
technology-enhanced language learning. Three students in the control group said that they had
not used technology to learn language with an additional student not responding to the question.
Those students that had used technology to learn language indicated that they had used
technology to learn language in a variety of ways.
Types of Technology Usage
Examining the participants as a whole, 22 students cited the use of the Puntos de Partida
textbook CD, eight confirmed prior use of Spanish Partner and 18 of Atajo. Only five students
named video or television as a technology tool to learn language. The Internet was mentioned by
seven students with an additional student stating having taken advantage of an online translator
and one student who had taken a first-year, second-semester course online at another institution.
Four students referred generically to "programs in the computer lab downstairs" or non-specified
vocabulary and grammar lessons.
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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/m1/123/: accessed July 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .