Effects of Technology-Enhanced Language Learning on Second Language Composition Author(s): Raquel Oxford Source: Hispania, Vol. 89, No.

2 (May, 2006), pp. 358-361 Published by: American Association of Teachers of Spanish and Portuguese Stable URL: http://www.jstor.org/stable/20063313 . Accessed: 29/03/2014 17:07
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp

.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.

American Association of Teachers of Spanish and Portuguese is collaborating with JSTOR to digitize, preserve and extend access to Hispania.

http://www.jstor.org

This content downloaded from 158.170.6.222 on Sat, 29 Mar 2014 17:07:36 PM All use subject to JSTOR Terms and Conditions

Convention
Effects

Highlights

/ Pedagogical
Language Composition

Forum
on

of Technology-Enhanced Second Language

Learning

Raquel Oxford University of Wisconsin-Milwaukee

Abstract: complex, writing instruction Communication time-consuming into an already for teachers in a foreign is a desirable is a tool; yet, teaching writing through writing language endeavor in any language. Foreign teachers at every to fit level struggle language a viable to support writing full curriculum and technology scaffold may provide and students. communication, Spanish Part zone of proximal development

Key Words: Atajo, composition, computer-assisted ner, technology, technology-enhanced language

language learning

learning (TELL),

(CALL), writing,

(ZPD) Introduction In today's global culture there are social, economic and academic benefits to the mastery of a second language. While communication through oral language proficiency has been a recent learners to focus of language instruction, there is an increasing need for second-language as are more more there and in their written fluent become expression employers licensing agencies who look for assurances and documentation of these skills (Swaffar 1998). Although communication through writing in a foreign language is seen as amost desirable tool to expand endeavor in personal and professional relations, teaching writing is a complex, time-consuming an at to fit into level teachers every any language. Foreign language struggle writing already-full curriculum and need themost
one's first language can be

effective methods
complex enough

and tools with which

for some, second-language

to teach. While writing

learners are further

in

challenged because of their incomplete command of grammar and vocabulary with which to express their thoughts and ideas. This decreases greatly the degree of fluency with which these L2 writers can produce written texts and express their ideas. Technology may provide a viable scaffold to support writing instruction for teachers and students. Overview of the Study

The purpose of this research was to determine any benefits of weekly/structured, in-class, grammar drill and practice on the composition quality and quantity of computer-assisted learners. A related purpose was to determine whether students intermediate university-Spanish who participated in such practice would access a computer-based writing assistant differently subjects' compositions were during writing from students without the treatment. Fifty-two graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo 3.0 Writing Assistant for Spanish 1st edition (Dom?nguez, Noblitt and Pet 1999), which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. In this study the non-equivalent groups pretest-posttest design was employed.
Oxford, "Effects of Technology-Enhanced Language Learning on Second Hispania

Pre and
Raquel

Language Composition" 358-361 89.2 (2006):

This content downloaded from 158.170.6.222 on Sat, 29 Mar 2014 17:07:36 PM All use subject to JSTOR Terms and Conditions

Post-Conference were

Forum

359

the first and last composition of the semester with the independent posttest measures variable being scheduled grammar and vocabulary practice using Spanish Partner: Introductory Spanish Exercises for Personal Computers (Morley and Fisher 1994). The dependent variables were total composition quantity and quality as well as the subscale areas of Content, Organization,
punctuation).

Vocabulary,
Help requests

Language Use/Grammar,
were also a dependent

andMechanics
variable.

(spelling, accentuation,

and

Fluency inwriting is defined by ACTFL as a flow in thewritten language as perceived by the reader, made possible by clarity of expression, the acceptable ordering of ideas, use of vocabu lary and syntax appropriate to the context, with words, phrases, and idiomatic expressions that go together by common lexical convention. In this study, themeasure of fluency was the number of words produced in a specific period of time as well as a total composition quality. Few studies actually separate the concepts of fluency and accuracy or measure fluency in any way other than a rate of production or the number of words produced in a given time (Chandler 2003); thus, it is significant to define fluency in amore comprehensive manner. While much research appears to indicate that technology-enhanced language learning or can tools for be effective (CALL) language learning (Blake, learning language computer-assisted 1994; P?rez-Sotelo and Gonz?lez-Bueno 1998; Bush and Terry 1997; Chapelle 2001; McCarthy and continue to struggle with the integration of 2003), many educators remain unconvinced the curriculum (Gillespie andMcKee 1999). In some into learning language technology-enhanced cases the resistance to using technology stems from philosophical or methodological differences or pedagogical unawareness; that is, teachers are not knowledgeable about the tools available or their appropriate use. In other cases, the use of technology in language instruction is dictated by facilities, access, budgetary constraints, and time to cover what is deemed the most important
material.

The overview presented here establishes both a context and justification for examining the effects of computer-based grammar and vocabulary practice on thewriting of intermediate-level is a fundamental part of the human Spanish students in the university setting. Communication a the opportunities for communi the enriches of and study foreign language only experience, cation in a global society that grows more culturally and linguistically diverse each day. Writing can play a key role in foreign-language learning and second-language acquisition, and tech can written the and the enhance improve product. This study sought to writing process nology the of intersection writing, and technology, grammar instruction, foreign-language explore of the effects formal grammar computer practice on acquisition, specifically second-language students' composition skills inL2 with the goal of making research-based curricular suggestions for Spanish foreign-language Findings There were no statistically
composition scores or in subscale

pedagogy.

significant differences
scores. Improvements

found between
across

the two groups

observed

in overall

time were

in composi

tion performance for both the experimental and control groups. The implementation of computer based grammar and vocabulary practice did show a small tomoderate positive effect; that is to say, students who received weekly, structured computer grammar and vocabulary practice had higher scores for composition quality and quantity on the posttest measure and accessed the databases less than the control group. It is important to remember that a composition "test" is an imperfect measure of the construct of composition ability, which provides only a sample of writing or language behavior (Jacobs et al. 1981), and that a small sample size can be less sensitive to revealing statistically significant results. In addition, improving writing performance is a lengthy process and often ameasurable change does not occur in one course (Greenia 1992). The consistent positive trends in the composition data results intimate that over amore extended period of time, computer-based grammar instruction might enhance the quality and quantity of classroom. written composition in the foreign-language

This content downloaded from 158.170.6.222 on Sat, 29 Mar 2014 17:07:36 PM All use subject to JSTOR Terms and Conditions

360
Conclusions

Hispania

89 May 2006

and Recommendations

of technology-enhanced More research on the effectiveness grammar practice should be conducted. Whereas the experimental group with grammar and vocabulary on Spanish Partner showed some positive gains compared to the control, the effects of other software packages and online programs provided with textbooks could be measured. The growth patterns exhibited by the experimental group suggest a longitudinal or cross-sectional study of the use of TELL, including software other than Atajo and Spanish Partner, would be helpful. Another possible variable would be to increase the time spent on the grammar and practice program to determine whether thatwould make a statistically significant difference. In addition to the areas of grammar and vocabulary practice, examining software packages' effects on different elements of writing process and product would provide another avenue of investigation. This researcher supports the use of TELL programs and puts forward the idea that computer other in programs, specifically Spanish Partner and Atajo, can serve as themore knowledgeable as well as provide a means to test their efforts to produce improved written communication zone of proximal development (ZPD). The language learning or interlanguage in a Vygotskean

computer-based grammar and vocabulary practice that the experimental group had was at very least not detrimental to any of the students and had substantial benefit for vocabulary develop ment and grammar improvement, at least for some students. Yet it is true that the integration of technology into the curriculum must be a coordinated effort with sufficient training with pro in language learning and writing instruction. Additionally, Pan and grams to be effective Zbikowski (1997) state that to integrate technology effectively intowriting instruction, software should be utilized to enhance each stage of the writing process and no one tool should contain all of the elements that a teacher might want to include. in the foreign-language curriculum, but it is Writing traditionally may have been marginalized now viewed more widely as an important function in second-language acquisition. Grabe and to the most how write is declare that among important advanced abilities "knowing Kaplan ( 1997) that L2 learners need to develop" ( 172), and Harklau (2002) calls formore emphasis on writing in studies of second-language classroom-based acquisition. She suggests that it is important to a to write in second learn both how students study language and how students learn a second language through writing. Although many language teachers do not consider composition instruction a primary part of their responsibility (Kassen 1995), if foreign language educators hope tomake learning another life-long endeavor, then students must feel successful in addressing language a meaningful, a in variety of contexts, including written expression. When students write, their using language words must convey the entirety of theirmessage. Teachers skilled in "interpreting" the discourse of second-language learners will not always be the sympathetic audience of their writing. Students must have the practice inwriting and the tools that facilitate the writing process as well as the grammar knowledge necessary to convey their message accurately. Technology in the form of the practice software program Spanish Partner and the writing assistant Atajo are two such vehicles for carrying students forward on the journey of language acquisition.

WORKS CITED
American of Foreign Languages. the Teaching Guidelines?Writing (2001). Preliminary Proficiency on the Teaching of Foreign Languages. York: American Council in Second Language Ed. H. Byrnes, Learning Foreign Blake, R. J. (1998). "The Role of Technology Learning." in Research New York: Modern and Scholarship. 209-37. and Second Languages: Language Perspectives Council Revised 2001. New Association Bush, D., National M. of America. and R. M. Textbook Terry. Company. Eds. (1997). Technology-Enhanced Language Learning. Lincolnwood, IL: on

in the Accuracy of Error Feedback for the Improvement of Various Kinds "The Efficacy J. (2003). Chandler, 12: 267-96. Journal and Fluency of L2 Student Writing." Writing of Second Language in Second Foundations A. C. for Language Acquisition: (2001). Applications Computer Chapelle,

This content downloaded from 158.170.6.222 on Sat, 29 Mar 2014 17:07:36 PM All use subject to JSTOR Terms and Conditions

Post-Conference
Dominguez, Heinle Teaching, Testing F., J. S. Noblitt, Publishers. and Research. and W. Cambridge, J. A. Pet. (1999). UK/New York: 3.0 Cambridge [computer UP. software]. Atajo

Forum
Boston, Integrating MA: Heinle

361
and

itMake J., and J. McKee. (1999). "Does it Fit and Does any Difference? Gillespie, Curriculum." Assisted 12.5: 441-55. Computer Language Learning and R. B. Kaplan. Course." Eds. K. Bardovi-Harlig Grabe, W., (1997). "The Writing Methods: Teacher Education. 172-97. New Components of Second Language Greenia, G. D. (1992). "Why 30-37. Bulletin 24.1: Harklau, Johnny Can't escribir: Composition and the Foreign

CALL

into the

and B. Hartford. York, NY: McGraw Curriculum."

Beyond Hill. ADFL

Language

L. (2002). "The Role of Writing in Classroom Second Journal Language Acquisition." of Second 11.4: 329-50. Language Writing V. Hartfiel, and J. Hughey. A Practical Jacobs, H., S. Zingraf, D. Wormuth, (1981). Testing ESL Composition: House. Approach. Rowley, MA: Newbury to Foreign-Language M. A. (1995). "Responding L. Zarker Morgan, and J. A. Wieczorek. Haggstrom, and Practice. 99-117. New York: Garland. our Options." Student Writing: Eds. M. A. Expanding The Foreign Classroom: Language Theory Bridging Paper presented for at the meeting Personal New Computers for of

Kassen,

B. (1994). Grammar Drills: What CALL Can and Cannot Do. McCarthy, EUROCALL ED 382-022. (Karlsruhe, Germany). and K. Fisher. M., Morley, (1994). Spanish Partner: Introductory Spanish software]. New York: McGraw-Hill. [computer and J. M. Zbikowski. Pan, A. C, (1997). in the School Teachers." Computers

Exercises

for Writing "Emerging Technologies 13.3/4: 103-18. June 20, [Retrieved Writing Foreign Rieber

Instruction: 2004, from

Directions

www.tcnj.edu/~pan/ Accuracy Curriculum." S. Carton. New vs Other ADFL York:

CITS.html]. L. and M. Gonz?lez-Bueno. "IDEA: Electronic P?rez-Sotelo, (2003). Outcomes." 86.4: 869-73. Hispania The Standards Project and the New Swaffar, J. (1998). "Major Changes: Bulletin 30.1: 34-37. L. S. (1987). Vygotsky, Plenum Press. The Collected Works of L. S Vygotsky. Eds. R. W.

in L2:

Language and A.

This content downloaded from 158.170.6.222 on Sat, 29 Mar 2014 17:07:36 PM All use subject to JSTOR Terms and Conditions