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Abstract
The purpose of the study was to determine the effect of computers on achievement in Spanish. The subjects, thirty-two junior high students, were randomly assigned to either a group completing written supplemental classroom assignments or a group completing the same assignments on a microcomputer.
The study design was the control-group posttest-only design. The relationship of cognitive style (field-dependence and independence) to the experimental treatment was also studied using a 2 x 2 factorial design.
Students were measured for language aptitude and entry-level achievement, the results of which were used as covariates to control for the effect of these factors on the outcome of the study. Students also took the Group Embedded Figures Test by Witkin and Associates to determine cognitive style. An achievement test was administered at the end of a four week unit of study in which students completed all assignments either by computer or with pencil and paper. The achievement tests were divided into three parts: listening comprehension, grammar and vocabulary, and culture.
Data from a t-test and analysis of covariance produced the following results: (1) The difference between groups in overall achievement was not significant at the .05 level. A difference did exist which suggested that the computer group had greater gains in achievement scores than the written assignment group. (2) There was no significant difference between groups on the sub-portions of the posttest. There was a difference suggesting that computers may be helpful in achieving higher scores on grammar and vocabulary. This difference did not exist for the listening comprehension and culture portions of the test. (3) Field-independent students scored significantly higher on the achievement posttest at the .05 level. There was no significant difference for field-dependent students.
The results of this study indicate that computers may be useful in foreign language classrooms for supplemental exercises, particularly for grammar and vocabulary practice. The results also indicate that computers are effective in helping field-independent students achieve higher scores. Further research is recommended on the relationship of cognitive style to computer effectiveness in foreign language classes.
