Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 136
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Foreign Language Educators and Teacher Preparation
Many language teachers do not consider composition instruction a primary part of their
responsibility (Kassen, 1995), and teaching and improving writing are time-intensive endeavors.
Writing instruction for teachers in foreign language education is a much-needed area of teacher
preparation. Currently, much of the emphasis in teacher training is on language, culture and even
literature but contains little emphasis on the teaching of writing and integrating technology into
such training. Teachers need to understand the interrelationship amongst the language skills so
they will view writing as a tool itself but also as a way of enhancing the other language skills of
listening, speaking and reading. Teachers should be encouraged to use technology to facilitate
teaching and learning of the writing process. New teachers of second language education should
have greater access to methods of teaching writing and related skills. As well, the Atajo log is a
useful teacher diagnostic tool of the language writing process. In documenting any cognitive
process, however, external observations can only provide insight into a part of the process or one
perspective. Teachers should be aware of their students' attitudes and prior experience with
writing and their impact on composition quantity and quality.
If foreign language educators hope to make learning another language a meaningful, life-
long endeavor then students must feel successful in addressing using language in a variety of
contexts, including written expression. When students write, their words must convey the
entirety of their message. Teachers skilled in "interpreting" the discourse of second language
learners will not always be the sympathetic audience of their writing. Students must have the
practice in writing and the tools that facilitate the writing process as well as the grammar
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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/m1/145/: accessed April 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .