Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 55
PROCEDURES AND METHODOLOGY
The purpose of this study was to examine the effects of technology-enhanced language
learning on intermediate-level university Spanish learners' composition skills in second language
(L2) in order to identify and to describe the possible benefits of grammar computer drill and
practice on the composition of intermediate Spanish students. Specifically, the treatment was the
use of a grammar and vocabulary practice software program (Spanish Partner) and a writing
assistant program (Atajo). The goal of this study was to determine whether or not students who
are provided scheduled sessions to practice grammar skills using Spanish Partner software
access a writing assistant software program differently than students who are not provided
regular opportunities to practice grammar skills with Spanish Partner software and whether said
practice improves their composition-writing ability. This study investigated the differences in
student performance on composition quality and quantity for students in a technology-enhanced
instructional approach that incorporated 30 minutes minimum per week in a lab setting during
class time over a 15-week semester and those who receive traditional instruction in the
classroom. This study might yield results which would encourage a shift in the curriculum to
include more writing in practice and assessment and maximize the use of technology in language
This chapter begins with a summary of the research questions and hypotheses developed
for this study. An explanation of the research design follows, including research site and
subjects, data collection methods and instrumentation. Finally, the chapter will detail data
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/m1/64/ocr/: accessed March 24, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .