Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 135
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intermediate-level students, who have prior L2 study, compare as writers with truly novice
learners at the university? In addition, examining writers at the high school level and the skills
they bring to the university setting would be beneficial to building the foreign language writing
curriculum. This type of study would assist in building much needed articulation in the
curriculum between public schools and colleges and universities.
From a constructivist perspective, further research would do well to bring the learner
more into the focus; that is, how does the technology increase the students' metacognition about
selves as writers and types of scaffolding? To get feedback from students about writing,
language learning, and technology use throughout the semester in order to individualize the
intervention, how do the various software programs meet their individual needs?
Integrating TELL into the Curriculum
This researcher supports the use of TELL programs and puts forward the idea that
computer programs, specifically Spanish Partner and Atajo, can serve as the more
knowledgeable other in efforts to produce improved written communication. The computer-
based grammar and vocabulary practice that the experimental group had was at very least not
detrimental to any of the students and had substantial benefit for vocabulary development and
grammar improvement, at least for some students. Yet it is true that the integration of technology
into the curriculum must be a coordinated effort with sufficient training with programs to be
effective in language learning and writing instruction. Additionally, Pan and Zbikowski (1997)
state that to effectively integrate technology into writing instruction that software should be
utilized to enhance each stage of the writing process and that no one tool may contain all of the
elements that a teacher might want to include.
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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/m1/144/: accessed July 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .