Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 19
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unseen, rather than on the computer itself' (Bush, 1997, p. vii, emphasis in the original). While
CALL may be the more familiar term, TELL is more descriptive of the trend to make the
computer invisible and the interaction for learning foremost. In this study, it is not only the effect
of the treatment of grammar and vocabulary drill and practice or the tutorial dimension of the
computer that is important; the focus is to also look at the differences in interaction with the
writing assistant Atajo.
Atajo-Writing assistants are word processing programs that provide learners with
database or on-line aids for writing. Atajo is an example of a writing assistant with multiple
databases as references for learners and is used as an unobtrusive observation tool for the writing
Spanish Partner-Spanish Partner, which is a generic software package not linked to nor
based on a particular textbook, includes a variety of grammar and vocabulary drills suitable for
practice and reinforcement of topics introduced in the classroom setting. In this study, the
treatment for the experimental group is the use of Spanish Partner.
Intermediate level-The designation of "intermediate" is a standard classification for
second-year language courses at institutions of higher education in the United States. It is also a
level of proficiency as stipulated by ACTFL. The two are not necessarily comparable or
mutually inclusive. This study uses the term as a description of the classification of students in
the second year of study at the university level.
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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/m1/28/?rotate=90: accessed October 17, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .