Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 132
The following text was automatically extracted from the image on this page using optical character recognition software:
cognitive strain with writing. In the present study, a combination of these effects may be
influencing the outcomes of quantity, quality and use of the Atajo databases.
The effects of technology-enhanced grammar and vocabulary practice on the composition
of students in a university-level Spanish course were the focus of this study, which also sought to
address the dearth of writing research studies specific to the foreign language context. The
treatment of grammar practice with Spanish Partner showed a small to moderate effect although
with no statistically significant differences between the experimental and control groups.
Certainly the grammar practice was not detrimental to the students' composition abilities. The
implications of this study on foreign language instruction are many.
In terms of implications for foreign language writing, TELL in the form of computer-
based grammar and vocabulary practice can be important for the development of composition
skills, especially for weaker students. Students that struggle with a grammatical concept often
ask teachers what they can do to improve, and teachers often suggest time in the lab for
additional practice. The treatment in this study was for a minimum of 30 minutes per week and
showed some promise. Whereas Terrell (1991) supports that explicit grammar instruction may
help to speed up the language acquisition process that is hampered by the low number of hours
of instruction in the university classroom. This limits the amount of input and interaction that a
language learner experiences, and additional independent computer-based grammar practice
could provide a one-to-one tutorial that would be otherwise unavailable and perhaps prohibitive
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
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/m1/141/: accessed July 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .