Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 121
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DISCUSSION, IMPLICATIONS AND RECOMMENDATIONS
Summary of Results
The purpose of this research was to identify and to describe the possible benefits of
weekly/structured, in-class, computer-assisted grammar drill and practice on the writing
performance of intermediate university Spanish learners, to determine whether students accessed
a writing assistant program differently based upon their grammatical practice experience, and to
examine whether technology-enhanced language learning (TELL) may aid in composition
abilities. There were no statistically significant differences between the experimental group and
the control group on composition quantity and quality. However, results of this study indicate
that there were improvements over time in composition performance for both the experimental
and the control groups. The treatment of grammar practice with Spanish Partner showed a small
to moderate effect from pretest to posttest, and the experimental group showed greater mean
gains in composition quality than the control group. Students in the experimental group accessed
the databases of the Atajo writing assistant less on the final composition than the control group
with a statistically significant difference.
Practice with a computer based grammar instruction software program (in this case
Spanish Partner) may enhance written communicative competence in the second language
learning environment. It is important to remember that a composition "test" is an imperfect
measure of the construct of composition ability, which provides only a sample of writing or
language behavior (Jacobs et al., 1981), and that a small sample size can be less sensitive to
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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/m1/130/: accessed November 20, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .