Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 54
technology-enhanced language learning is an area that can greatly impact student achievement
and language acquisition. A major component involves the implementation of technology tools
in a systematic manner and the assessment of student outcomes to encourage further
implementation. The purpose of this research was to identify and to describe the possible
benefits of grammar drill and practice on the composition of intermediate Spanish students at the
university level. Furthermore, an examination of computer logs generated during the writing
process may demonstrate that students may access a writing assistant differently based upon their
grammatical practice experience, and that technology may (not) aid in composition abilities.
Compositions were graded with both holistic and analytic criteria to analyze writing
performance, and statistical analyses assessed interactions of treatment and effects. A further
discussion of methods and procedures follows in Chapter 3.
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 .
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/m1/63/ocr/: accessed September 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .