Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 173
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CORE ASSESSMENT QUESTIONNAIRE: Communication
The University of North Texas is very interested in your opinions about our university core courses. Please answer the questions
below, so that we can assess how well this course helped you meet the learning objectives in Communication identified by the Texas
Higher Education Coordinating Board.
COURSE TITLE AND NUMBER: SEMESTER:
To what extent have the technology enhanced activities (Atajo, Spanish Partner) in this course helped you...?
Not at all A little Somewhat Helpful Very N/A
helpful helpful helpful helpful
1. to write more effectively in this foreign language? 1 2 3 4 5 N/A
2. to improve your ability to speak in this foreign language? 1 2 3 4 5 N/A
3. to extend your understanding of the grammatical structure of this 1 2 3 4 5 N/A
4. to apply this grammatical structure to express your ideas, 1 2 3 4 5 N/A
opinions, and needs orally?
5. to apply this grammatical structure to express your ideas, 1 2 3 4 5 N/A
opinions, and needs in writing?
6. to understand the cultural context of this language to better 1 2 3 4 5 N/A
express yourself with cultural appropriateness?
7. to participate effectively in groups? 1 2 3 4 5 N/A
8. to listen effectively to others? 1 2 3 4 5 N/A
9. to organize your thoughts for oral/written presentations? 1 2 3 4 5 N/A
10. to choose appropriate language examples and visual aids for 1 2 3 4 5 N/A
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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/m1/180/: accessed March 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .