the immediate posttest and the delayed posttest. To determine the differences in learning effects and retention,
one-way analyses of covariance (ANCOVAs) were used; and, the participants’ behavior patterns in the
technology-supported classroom were videotaped, coded and categorized.
RESULTS
Learning effects and retention
The pretest scores were those of the English monthly test. A one-way ANOVA was conducted and the results
showed no significance among the three groups (F(2,73)=1.235, p>.05). The descriptive statistics of the two
posttests (Table 1) showed that the review vocabulary activities helped our participants learn and acquire the
target vocabulary.