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

List <strong>of</strong> Tables
Table 3.1 Summary <strong>of</strong> four word lists 32
Table 3.2 Target word rate and target word repetition rate <strong>of</strong> the sixteen texts 38
Table 3.3 Distribution <strong>of</strong> target words in the sixteen reading texts 38
Table 3.4 Procedures in sequencing reading texts 39
Table 3.5 A comparison between Ghardirian’s (2002) study and the current study
42
Table 3.6 A comparison <strong>of</strong> sequencing procedures in TextLadder and the current
study 43
Table 3.7 Self-report categories in the VKS elicitation scale 46
Table 3.8 VKS scoring categories: Meaning <strong>of</strong> scores 47
Table 3.9 Instruments used in the study 50
Table 3.10 Research Procedures 52
Table 4.1 Learners’ use <strong>of</strong> computer and internet 57
Table 4.2 Learners’ perspectives on English learning 58
Table 4.3 Learners’ extensive reading experience 59
Table 4.4 The independent t-test for familiar and unfamiliar words in the pretest
60
Table 4.5 Target words completely unfamiliar to learners 61
Table 4.6 Learners’ overall vocabulary gains 62
Table 4.7 The ANOVA statistics for posttest scores among the five groups <strong>of</strong>
different exposure amount 63
Table 4.8 The independent t-test for the high vocabulary group and the low
vocabulary group 64
Table 4.9 Target words and COBUILD frequency bands 65
Table 4.10 Learners’ motivation <strong>of</strong> future use 67
Table 4.11 Learners’ attitudes towards features fostering vocabulary learning 68
Table 4.12 Learners’ attitudes towards features <strong>of</strong> reading texts 69
Table 4.13 Learners’ attitudes towards interface design <strong>of</strong> the system 69
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