Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 115
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On the first day of class, both groups were asked their opinion of technology-enhanced
language learning. The question was open-ended in order to elicit a range of commentaries.
Comments were evaluated and tabulated as negative, somewhat negative, neutral, somewhat
positive, and positive. Table 25 provides an overview of the responses.
Student Opinions of Technology-Enhanced Language Learning
NR Negative Somewhat Neutral Somewhat Positive
N/A negative positive
Control 4 1 1 3 2 15
(n = 26) 15% 4% 4% 12% 8% 58%
Experimental 4 1 0 4 5 12
(n = 26) 15% 4% 0% 15% 19% 46%
An example of a negative comment was "I don't like it; I don't remember anything." A
somewhat negative comment was "It can be helpful, but it often takes more time than reading the
book for almost the same help." Somewhat positive comments were considered the type of "It
helped a little but not a lot" while fully positive responses included "It helps very much." In each
class there were four students whose responses indicated they had never used technology in
Many students used the word "help" or "helpful" in some form. Seventeen students in
each class (or 65% of participants) were positive or somewhat positive regarding technology-
enhanced language learning. Students seemed aware of some of the benefits of technology-
enhanced language learning, and had positive attitudes. The control group member comments
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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/m1/124/: accessed July 21, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .