Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 71
The following text was automatically extracted from the image on this page using optical character recognition software:
11:12:03 SLDH (SelectDictSearchHit) "career, race" "carrera"
11:12:05 RSED (RaiseEditFile) S:\FORL\FLLC\OXFORD9\3DUCKIE.RTF
11:12:30 RSDI (RaiseDict) English "carrera" "career, race"
11:12:32 SRDI (SearchDict) "now" EnglishWM Items found:3 "now" "ahora"
Demographic Data (Appendix L)
At the end of the semester, additional information was collected from students. This
included gender, academic classification/year in school, majors, minors and age, language and
technology instruction experience.
Core Assessment Questionnaire for Communication (Appendix M)
The Core Assessment Questionnaire for Communication was created by the Department
of Foreign Languages and Literatures and employed for the evaluation required by the Higher
Education Coordinating Board of courses that satisfy core university requirements. The
following questions from the questionnaire are pertinent to this study:
To what extent has this course helped you to write more effectively in this foreign
To what extent has this course helped you to extend your understanding of the
grammatical structure of this language?
To what extent has this course helped you to apply this grammatical structure to express
your ideas, opinions, and needs in writing?
To what extent has this course helped you to organize your thoughts for oral/written
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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/m1/80/: accessed December 15, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .