Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 117
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The Core Assessment Questionnaire (Appendix M) was developed by the language
coordinators of the Spanish, French, and German first and second-year programs in the
department of foreign languages and literatures and is utilized by the department to solicit
student feedback regarding core communication objectives as defined and required by the Higher
Education Coordinating Board. The questionnaire was also modified for this study (Appendix N)
to inquire about to what extent had the technology-enhanced language learning activities with
Atajo and Spanish Partner in the course helped the student with a variety of skills and activities.
Students in both the experimental and control groups were asked to what extent the
course helped them to accomplish a variety of skills, using a scale from 1 (Not at all helpful) to 5
(Very helpful). Written comments were also elicited from the experimental and control groups.
The University requires only a sample of students enrolled in foreign language classes in order to
assess the core curriculum; thus, a sample of n = 108 students of the total enrollment of N= 392
for SPAN 2040 was provided as a comparison (Table 26).
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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/m1/126/: accessed April 26, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .