Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 85

Table 4
Student Rating of Skills: Percentage and Number of Students*

Listening Reading Speaking Writing
Control Exp. Control Exp. Control Exp. Control Exp.
Novice High 7.7 0.0 0.0 3.8 7.7 7.7 3.8 7.7
n 2 0 0 1 2 2 1 2
Intermediate Low 11.5 23.1 7.7 11.5 11.5 23.1 3.8 15.4
n 3 6 2 3 3 6 1 4
Intermediate Mid 26.9 78.7 7.7 23.1 42.3 38.5 23.1 42.3
n 7 2 2 6 11 10 6 11
Intermediate High 23.1 57.7 42.3 30.8 23.1 23.1 42.3 19.2
n 6 15 11 8 6 6 11 5
Advanced Low 19.2 3.8 11.5 19.2 15.4 7.7 23.1 11.5
n 5 1 3 5 4 2 6 3
Advanced Mid 3.8 3.8 15.4 11.5 0.0 0.0 3.8 3.8
n 1 1 4 3 0 0 1 1
Advanced High 7.7 3.8 15.4 0.0 0.0 0.0 0.0 0.0
n 2 1 4 0 0 0 0 0
Superior 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
n 0 0 0 0 0 0 0 0
Control n = 26; Experimental n = 26

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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/m1/94/ocr/: accessed September 20, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .