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

Table 4.11 shows learners’ responses regarding features fostering vocabulary
learning in the online extensive reading syllabus. Learners perceived positively on
these features with a mean score <strong>of</strong> 3.3 on a five-point Likert scale. Repetitive
exposure (mean=3.9) and highlighting with different colors on target and exposed
words (mean=3.8) were considered most helpful; however, gloss was thought to be
least beneficial with the lowest mean <strong>of</strong> 2.9. Learners further indicated that more
words should be glossed to help reading comprehension.
Table 4.11 Learners’ attitudes towards features fostering vocabulary learning
(1.Strongly Disagree 2.Disagree 3.No preference 4.Agree
5.Strongly Disagree)
Mean Rank
The repetitive target words is able to help me learn vocabulary. 3.8 1
The highlighting <strong>of</strong> target and exposed words is able to help me learn
vocabulary.
The bilingual concordancer, TotalRecall, is able to help me learn
vocabulary.
68
3.7 2
2.9 3
The gloss is able to help me learn vocabulary. 2.8 4
Mean 3.3
To investigate learners’ perception towards reading texts, Table 4.12 shows that
learners agreed the text genre as being dynamic (mean=3.8) and topics being
interesting (mean=3.4). Moreover, learners indicated that compared to selecting
reading texts on their own, they prefer the online extensive reading syllabus to prepare
texts for them (mean=3.7). Nevertheless, for the weaknesses <strong>of</strong> reading texts, the
long texts caused the greatest difficulties for most learners (mean=3.9).