Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 49
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The Computer-Assisted Spanish-Composition Instruction Survey, conducted by T. Edward
Harvey in 1986, was designed to define the place of computers in composition instruction and
their future application. Using computers for composing was perceived to be motivating for
students in the areas of editing, composing, typing time, and draft creation. In "Computers and
Instructional Design in Foreign Language/ESL Instruction" (Hoffman 1995/1996), simple word
processing with creative use was shown to evolve into cooperative learning exercises. Greenia's
(1992a) "Computers and Teaching Composition in a Foreign Language" outlined another such
pioneer implementation, "any ordinary text editing program such as WordPerfect." Writing with
computers has now moved beyond just word-processing to e-mail and other forms of computer
mediated communication (CMC) and innovative uses of the technology to create open-ended,
interactive learning activities.
In Reichelt's (1999) review of foreign language writing research, eleven of the works of
research investigate the use of computer-aided instruction in foreign language writing-six of
which examine the use of computer conferencing or e-mail while the remaining five studies
investigate the uses of word-processing in FL writing instruction, several of them focusing on
Systime-D, the French word processing version of Atajo. Systcme-D has shown itself to have
great promise for enhancing the writing experience but that careful planning and guidance is
necessary (Burston, 1991; Scott, 1990). According to Reichelt, of the 140 works that discuss
pedagogy in foreign language writing, there were 23 that concentrate on the use of various types
of technology in FL writing instruction, addressing the use of word processing in FL writing or
technologically-facilitated written interaction including e-mail, real-time, synchronous
discussion over computer, and faxing. Other types of technology studied were the use of
hypermedia, the World Wide Web, and film as well as video recording.
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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/m1/58/?rotate=90: accessed February 20, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .