Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 3
The following text was automatically extracted from the image on this page using optical character recognition software:
computer-based grammar and vocabulary practice did show a small to moderate positive effect;
that is to say, students who received weekly, structured computer grammar and vocabulary
practice had higher scores for composition quality and quantity on the posttest measure and
accessed the databases less than the control group. The consistent positive trends in the
composition data results intimate that over a more extended period of time, computer-based
grammar instruction might enhance the quality and quantity of written composition in the foreign
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/m1/3/?rotate=270: accessed August 21, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .