Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 186
The following text was automatically extracted from the image on this page using optical character recognition software:
Pennington, M. & So, S. (1993). Comparing writing process and product across two languages: a
study of 6 Singaporean university student writers. Journal of Second Language Writing,
Perez-Sotelo, L. & Gonzalez-Bueno, M. (2003). IDEA: Electronic writing in L2: Accuracy vs
other outcomes. Hispania, 86(4), 869-873.
Pletsch de Garcia, K. R. (1996). Explicit grammar instruction: Input vs. output. (Doctoral
dissertation, Purdue University, 1995). Dissertation Abstracts International, 56(9), 3567.
Polio, C. (2001). Research methodology in second language writing research: The case of
text-based studies. In T. Silva & P. K. Matsuda (Eds.), On second language writing.
Mahwah, NJ: Lawrence Erlbaum Associates.
Polio, C. (2003). Research on second language writing: An overview of what we investigate and
how. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 35-65).
Cambridge, UK; New York, NY: Cambridge University Press.
Pratt, M. L. (2002). What's foreign and what's familiar? PMLA, 117(5), 1283-87.
Raschio, R. A. (1998). Spanish Partner: Introductory Spanish exercises for personal computers.
[Review of the software program Spanish Partner]. CALICO Journal, 16(1), 83-88.
Reichelt, M. (1999). Toward a more comprehensive view of L2 writing: Foreign language
writing in the U.S. Journal of Second Language Writing, 8(2), 181-204.
Reichelt, M. (2001). A critical review of foreign language writing research on pedagogical
approaches. Modern Language Journal, 85(4), 578-598.
Reichelt, M. (2003). Defining "good writing": A cross-cultural perspective. Composition
Studies, 31(1), 99-126.
Roblyer, M. D. (2003). Integrating educational technology into teaching (3rd ed.). Columbus,
OH: Merrill Prentice Hall.
Roca de Larios, J, Marin, J, & Murphy, L. (2001) A temporal analysis of formulation processes
in L1 and L2 writing. Language Learning, 51(3), 497-538.
Rogers, E. M. (1999). An investigation of the effects of collaborative, computer-mediated
communication and non-collaborative, computer-assisted writing skills practice on L2
writing. (Doctoral dissertation, University of Arizona, 1998). Dissertation Abstracts
International, 59/11, p. 4087.
Romin-Odio, C., & Hartlaub, B.A. (2003). Classroom assessment of computer-assisted language
learning: Developing a strategy for college faculty. Hispania, 86(3), 592-607.
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/m1/193/: accessed March 20, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .