Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 59
FLLC is the multimedia lab facility for the Department of Foreign Languages and Literatures
which consists of three classrooms with stadium seating, one large-screen video viewing room, a
general access lab area where students can work individually on computers or view videos and
other multimedia, and a classroom with student computer stations that instructors can utilize for
whole class instruction. Since the FLLC whole classroom lab contains 26 computer stations in
one room, the adjoining general access lab provided the overage needed for the remaining
students when all students were present for class/writing session.
SPAN 2040 is an intermediate-level Spanish language course. The designation of
"intermediate" is a standard classification for second year language courses at institutions of
higher education in the United States. This particular course includes grammar, listening and
speaking activities, brief readings as well as writing. The instructional curriculum was identical
for both groups with the only difference being the in-class lab time for grammar practice of a
minimum of 30 minutes per week afforded one section noted on the course syllabus (Appendix
A). The sections met two days a week for eighty minutes each session during the fifteen-week
semester. The nature and typical structure of each class was grammar explanation followed by
oral practice using thematic vocabulary. Culture-related topics were included in brief readings in
The major grammatical point introduced and requiring mastery in this course is the
subjunctive mood (both present and past). While the subjunctive does exist in English, its
modern-day usage is much less frequent and generally does not require a completely different
verb form. In Spanish grammar, however, the subjunctive is a critical element and always
mandates the use of a different verb conjugation. It is used primarily in subordinate clauses after
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/m1/68/ocr/: accessed September 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .