Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 18
The following text was automatically extracted from the image on this page using optical character recognition software:
H-1 There is a significant difference (p < .05) in the Grammar/Language Use subscale
score of students who have computer grammar practice and those who do not.
The third research question (What composition elements available through the writing
assistant program (Atajo) do students access most?) is exploratory in nature. The researcher
hypothesized that students would make use of all databases with the dictionary and grammar
being the most frequently consulted and this pattern decreasing over time. The researcher also
hypothesized that the students that had regular grammar and vocabulary practice on Spanish
Partner would make fewer grammar inquiries to Atajo than the control group.
H-1 There is a significant difference (p < .05) over time in the use of composition
reference aids in Atajo.
The fourth research question (What is the relationship between the number and type of
help requests to Atajo and composition quality and quantity?) is correlational and exploratory in
nature, and the final research question (What are students' opinions of the usefulness of
technology for composing in L2?) elicits the opinions of the students and is more qualitative in
nature; thus, there is no researcher hypothesis for either of these research questions.
Definition of Terms
The following definitions indicate how the terms were used in this study.
Technology-enhanced language learning TELL is a recently emerging term and change
from computer-assisted language learning, which was an outgrowth of computer-based
instruction and may include the use of a variety of software programs, multimedia products or
network applications. "The change in emphasis from computer to technology places direct
importance on the media of communication made possible by the computer, which itself remains
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/m1/27/: accessed July 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .