Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 62
The following text was automatically extracted from the image on this page using optical character recognition software:
instances the authors utilize humor that may lower the affective filter of the students (i.e., Last
night you had a terrible nightmare: You went to the doctor's office, and the doctor only spoke in
Spanish. Write the Ud. commands that you dreamed about.). All answers receive some type of
initial feedback in Spanish, i.e., "excelente," "bravo," or "asi es." In most cases, feedback is
accompanied by an affirmation of the correct grammar rule or an explanation of the applicable
rule. Students can see the errors they made in each item as well as their score for each exercise
and can print out their scores for up to 30 completed lessons in one session. Spanish Partner
gives help with how to produce diacritical marks and how to skip over a troublesome item by
utilizing the F 10 key to give the answer.
Atajo 3.0 1st edition by Frank Dominguez, James S. Noblitt and Willem J. A. Pet (1999)
is subtitled Writing Assistant for Spanish. (The word atajo in Spanish means "short cut" or "cut,"
as in editing, intimating the resources available with the program.) The Atajo Writing Assistant
program combines a word processor with databases of language reference material. The
publisher highlights the following features:
1) A sound feature highlights pronunciation of the core vocabulary, definitions, and
examples of usage.
2) Atajo includes a word processor with a Spanish spellchecker.
3) Atajo has a core vocabulary of 10,000 Spanish words with English translations and
examples of usage. Groups of words are organized by topics so students can build
knowledge in areas of interest.
4) Atajo's grammar reference includes 250,000 conjugated verb forms with examples of
use in context.
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
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/m1/71/: accessed March 29, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .