Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 66
instructor at the end of each week. A writing sample in English was also obtained from both
sections to have a comparison of writing ability in English and Spanish.
As early in the semester as was possible, working around the first-year language labs that
have priority access to the lab, both sections received an introduction to the lab facility, Spanish
Partner, and Atajo. During the orientation to the lab, the features of the software programs were
described. In another session the students were given a more hands-on overview of the writing
assistant Atajo since students often do not take full advantage of the tool without some guidance
(Burston, 1991; Scott, 1990). In the following example for guided composition, students were
given the task and then are directed to the various databases for information.
Today you are going to write a letter to a friend or relative about cars. This can be a true
or fictional story about a new vehicle or problems that you are having or have had with
Access the following features to help you with this assignment:
1. Under Reference: Phrases: writing a letter (informal). Be sure to include the date.
2. Under Reference: Vocabulary: automobile. You may also use your text.
3. If you are talking about something in the past see Reference: Grammar: Verbs and
scroll for imperfect, preterite or preterite vs. imperfect as needed.
Student Information Sheet (Appendix F)
The Student Information Sheet included contact information and the student's personal
assessment of their ability levels in listening, speaking, reading, and writing, as well as several
questions aimed at assessing the student's experiences with and opinions of technology. The
primary purpose related to the research questions was to elicit the students' opinions of using
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/m1/75/ocr/: accessed July 27, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .