A mixed-method embedded research design was employed to investigate the effectiveness of the integration of technology for second-grade students' vocabulary development and learning. Two second-grade classes with a total of 40 students (21 boys and 19 girls) were randomly selected to participate in this study for the course of a semester. One class was an experimental group and the other was a control group. The experimental group was found to be more engaged in class activities and showed significant improvement on the posttest, while the control group showed no change between the pretest and the posttest.
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SuHua Huang (2014) studied this question.
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