Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 15

components in instruction must be evaluated to make the best use of the learners' time and
efforts in the enterprise of second language acquisition.
After a review of research on second language writing, Charlene Polio (2003) maintains
that there is a "dearth of research on writing in a foreign language context, both on teaching
English outside North America and on teaching languages other than English in North America"
(p. 59). Harklau (2002) also confirms that despite its importance, writing is marginalized yet
influential to second language acquisition. She calls for more emphasis on writing in classroom-
based studies of second language acquisition, suggesting that it is important to study both how
students learn to write in a second language and how students learn second languages through
writing. Three issues of interest in foreign language writing research have emerged which merit
further investigation: the effects of various approaches to teaching grammar (including explicit
grammar instruction), the effects of various types of computer use (including grammar drill), and
the influence of task types such as computer-mediated writing (Reichelt, 2001). Additionally,
according to Hubbard (2003), "more than two decades after the microcomputer entered the
domain of language teaching and learning, a substantial percentage of CALL experts continue to
be concerned with the degree of its effectiveness in general as well as its effectiveness relative to
specific alternatives" (p.151). This study contributed to addressing these areas of concern in
foreign language writing research.
The purpose of this study, then, was to examine the effects of technology-enhanced
language learning on students' composition skills in L2 by investigating the differences between
students who received more traditional instruction in the classroom with no formal grammar
computer practice and those in a technology enhanced section which included a minimum of 30
minutes in a lab setting per week with a grammar practice program.


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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/m1/24/ocr/: accessed December 11, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .