Effects of Graded Texts on EFL College Students' Incidental ...

Table 3.9 Instruments used in the study
Instruments Functions
1. Pretest To investigate students’ previous word
knowledge and to ensure unfamiliarity
<strong>of</strong> target words.
2. Posttest
1. To investigate the effectiveness <strong>of</strong>
(the Vocabulary Knowledge Scale) vocabulary acquisition through the
on-line extensive reading syllabus
2. To investigate the relationship <strong>of</strong>
exposures <strong>of</strong> target words and the
degree <strong>of</strong> learners’ vocabulary
acquisition.
3. Background Questionnaire To obtain information about learners’
previous experiences on computer use
and extensive reading experiences.
4. Online Evaluation Questionnaire To probe into learners’ perception
toward the on-lien extensive reading
syllabus on issues closely related to
specific features <strong>of</strong> the online extensive
reading syllabus.
5.In-class Evaluation Questionnaire To probe into learners’ perception
toward the on-line extensive reading
syllabus.
3.5. Procedures
An on-line extensive reading syllabus was first designed and programmed with
systematic control <strong>of</strong> unfamiliar words in the selected texts to be read before exposing
participants to it. An evaluation experiment was designed to assess the program’s
effect. The experimental procedures proceeded from December, 2003 to March,
2004. An in-class pretest, a consent form (see Appendix M), and a Background
questionnaire were distributed at the end <strong>of</strong> the first semester before participants were
exposed to the extensive reading syllabus. Then, participants were provided with the
chance to become familiar with the on-line extensive reading syllabus from January, 1,
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