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

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4.1. Overview Chapter Four Research Results and Discussion By developing a graded online extensive reading syllabus and incorporating it to an EFL college freshmen course, this study attempts to explore the following research questions: 1. Is it feasible to incorporate on-line searching tools, gloss, word lists, and computerized sequencing techniques to an on-line extensive reading syllabus for vocabulary learning purpose? What problems or limitations will be encountered? 2. What is learners’ feedback on the on-line extensive reading syllabus? 2a. What is learners’ attitude towards the on-line extensive reading syllabus? 2b. What are learners’ difficulties and recommendations towards the on-line extensive reading syllabus? 3. If the on-line extensive reading syllabus is effective in leading to vocabulary acquisition, how much exposure <strong>of</strong> words do learners have to encounter for successful word acquisition? 3a. How much exposure <strong>of</strong> word are required to lead to learners’ receptive word knowledge? 3b. How much exposure <strong>of</strong> word are required to lead to learners’ productive word knowledge? Subjects were recruited from college freshmen students who were taking a general English course in two classes. To ensure equal reading practice effects, participants who failed to complete all sixteen texts were excluded from further analysis. Besides, students who were absent for either pretest or posttest were eliminated. As 55
a result, valid subjects dropped from 70 to 38 college freshmen. In this chapter, the results gathered from the background questionnaire, the pretest, the posttest, the online questionnaire, and the in-class questionnaire were analyzed and presented first. Then, the feasibility <strong>of</strong> introducing an online extensive reading syllabus to EFL learning environment for vocabulary purposes, learners’ attitudes towards the online syllabus, and times <strong>of</strong> vocabulary exposure needed for acquisition in an online extensive reading environment are discussed. 4.2. Results The research data in this study come from four sources: (1) participants’ responses to the background questionnaire, (2) participants’ pretest scores, (3) participants’ posttest scores, and (4) participants’ responses to the online evaluation questionnaire, (5) participants’ responses to the in-class evaluation questionnaire. The results <strong>of</strong> data analyses are presented as follows. 4.2.1 The results <strong>of</strong> the background questionnaire Before learners were exposed to the online extensive reading syllabus, copies <strong>of</strong> the background questionnaires were delivered for obtaining information on learners’ use <strong>of</strong> computer and internet (the 1 st to 8 th item), their perspectives on English learning (the 9 th to 12 th item), and their experiences <strong>of</strong> extensive reading (13 th to 17 th item). A very high percentage <strong>of</strong> learners (94.7%) used computers frequently and all <strong>of</strong> them had a PC at school. Also, during winter vacation, 97.3% <strong>of</strong> the students had Internet access at home. Despite learners’ frequent use <strong>of</strong> computers, merely 7.9% <strong>of</strong> them used Internet resources to learn English on a regular basis and only 26.3% <strong>of</strong> them had past experience <strong>of</strong> using computers to assist language learning in English classes (see Table 4.1). 56
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國立清華大學碩士論文英
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Abstract Incidental vocabulary lear
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implicit learning for learners’ q
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4.3. Discussion 70 4.3.1. The Feasi
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List of Figure Fig
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competence (Elley, 1991; Hafiz & Tu
Page 13 and 14: EFL classes, and determining the am
Page 15 and 16: consultation for second language le
Page 17 and 18: vastly reinforced with the ease and
Page 19 and 20: learning to occur. 2. Word meaning
Page 21 and 22: inging learners who are competent <
Page 23 and 24: (1993) suggested a required 5,000 w
Page 25 and 26: words in this set of</stron
Page 27 and 28: Besides the above potential limitat
Page 29 and 30: immediately after reading, one week
Page 31 and 32: 2.6. Measuring Incidental Vocabular
Page 33 and 34: 2.7. Summary We incorporated the em
Page 35 and 36: 3.1. Overview Chapter Three METHODO
Page 37 and 38: The Sinorama magazine is dedicated
Page 39 and 40: Word List (鄭恆雄, 2002; 2003),
Page 41 and 42: for the cut off po
Page 43 and 44: TextLadder; instead, our program pu
Page 45 and 46: target words within each text. Afte
Page 47 and 48: Table 3.2 Target word rate and targ
Page 49 and 50: 7. into the Exposed Word List Selec
Page 51 and 52: Table 3. 5. A comparison between Gh
Page 53 and 54: 3.3.4 Glossing of
Page 55 and 56: participants were required put a ch
Page 57 and 58: score of 2. If a t
Page 59 and 60: Table 3.9 Instruments used in the s
Page 61 and 62: had finished all sixteen texts. The
Page 63: technical feasibility of</s
Page 67 and 68: Table 4.2 Learners’ perspectives
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Page 87 and 88: learners’ processing of</
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Page 91 and 92: 5.1. Overview Chapter Five Conclusi
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Page 95 and 96: also accelerate sequencing time wit
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Page 99 and 100: REFERENCES Berman, R.A. (1984 ). Sy
Page 101 and 102: Hulstijn, J. H., Hollander, M., & G
Page 103 and 104: Rationale for Pedagogy (pp. 174-200
Page 105 and 106: 第 1-6 題電腦方面 Appendix A
Page 107 and 108: Student Post□ 其他□__________
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Page 111 and 112: 1. entrepreneur: VI. 我對這個
Page 113 and 114: 21.calligraphy: I. 我對這個字
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41.insufficient: I. 我對這個字
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3 points entrepreneur: (item three
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Appendix F The In-class Evaluation
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Appendix H The Introductory Page on
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Appendix J A Search Example <strong
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Appendix L Student Reading Process
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第 1-6 題電腦方面 Appendix N
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13(2). 英文雜誌 41.7% (28/67) (
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Appendix P Results of</stro
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