Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 118
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Mean Scores on Core Assessment Questionnaire
Control Experimental Departmental Sample
(n = 26) (n = 26) (n = 108)
Write more effectively 3.92 3.92 3.65
Improve speaking ability 4.08 4.00 3.85
Understand grammar 4.08 4.00 3.89
Apply grammar to speaking 3.77 3.65 3.23
Apply grammar to writing 3.81 3.85 3.59
Understand culture 3.35 3.31 3.08
Participate effectively in groups 3.54 3.77 3.14
Listen effectively 3.77 3.62 3.42
Organize thoughts 3.96 3.73 3.41
Choose appropriate examples 3.69 3.58 3.28
The five items most applicable to the research questions are writing more effectively,
understanding grammar, applying grammar to writing, organizing thoughts, and choosing
appropriate language examples. Both the control and experimental groups rated the course a
mean of M= 3.92 in helping them to write more effectively. Understanding grammar was also
almost equal between groups as was applying grammar to writing. The questions regarding
organizing thoughts and choosing appropriate language examples inquired about both oral and
written presentations. The experimental group scored both of these questions lower than the
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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/m1/127/: accessed February 21, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .