Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 129
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Finally, it is important to note that the Atajo logs only provide part of the picture of the
help a student received during composition. Other sources available included consulting with a
classmate, the teacher, a paper dictionary or their textbook. While a lack of understanding or lack
of familiarity with the software might have hindered the use of the writing assistant, it can help
some students produce better compositions.
Research question 4: Following on the use of Atajo databases, the researcher was
interested in the relationship between the number and type of help requests to Atajo and
composition quality and quantity. There were no statistically significant correlations between the
number of inquiries made to the Atajo databases and composition quantity and quality.
Examining the whole picture of the data from the composition scores does reveal that even with
fewer total inquiries to the databases, the mean gain for the experimental group on the Grammar
subscale was higher than the control group. It seems this could be attributable to the
experimental group's grammar practice on Spanish Partner. Swain (1985) confirms that students
may strengthen their language acquisition by exercising their expressive language: in this study
the acquisition and strengthening of grammar knowledge through writing.
Student Opinions of Using Technology to Compose
Research question 5 dealt with students' opinions of the usefulness of technology for
composing in L2. Overall, the students from both the experimental and the control groups were
positive in their opinions of the usefulness of technology (specifically Atajo) for writing
compositions in L2. This enthusiasm was somewhat mitigated by the requirement to write
compositions in the lab with time restrictions. In general, the students in the foreign language
program in this research setting are accustomed to writing assignments being take-home with
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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/m1/138/: accessed July 27, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .