Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 120
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versus M= 3.58). The experimental group rated the technology applications more favorably than
the course in general in two areas. The first of the two was applying grammar to writing,
revealing a difference of a slight margin (M= 3.92 versus M= 3.85). Organizing thoughts for
oral/written presentations was the second area favored by the students in the technology
evaluation (M= 3.88 versus M= 3.73).
This chapter provided a detailed explanation of the data analysis. The final chapter of this
dissertation provides a summary of the entire study and discussions of study results. Implications
of this study for foreign language instruction will be outlined. Finally, recommendations for
further research and applications of this study to the foreign language curriculum will be made.
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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/m1/129/: accessed July 21, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .