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

Measurable vocabulary learning was demonstrated in that the percentage <strong>of</strong>
learners’ “known” words increased and “not known” words decreased after 12 weeks
<strong>of</strong> extensive reading on the online extensive reading syllabus (see Figure 4.1).
Learners’ improved word knowledge verified the claim that such an online extensive
reading syllabus with various learning tools was adequate for effective incidental
word learning. Likewise, feedback in evaluation questionnaires also indicated
learners’ overall positive perception towards the above online tools, indicating the
feasibility <strong>of</strong> utilizing the online extensive reading syllabus for enhancing learners’
word acquisition while reading. Nonetheless, several technical difficulties were
observed throughout the process <strong>of</strong> developing <strong>of</strong> the syllabus.
Figure 4.1. Percentage <strong>of</strong> known and not known words in the pretest and the posttest
Percentage
70
60
50
40
30
20
10
0
Percentage <strong>of</strong> "known" and "not known" words
in the pretest and the posttest
61
39
71
50.5
49.5
pretest posttest
Unknown words
Known words
The first technical difficulty encountered derived from the selection <strong>of</strong> texts.
<strong>Texts</strong> from the Sinorama magazine were originally maintained as being
background-familiar to target learners due to its home culture oriented topic themes
and therefore suitable for minimizing learner’s possible reading difficulties.
However, these particular features <strong>of</strong> Sinorama texts have resulted in unexpected
difficulties in the process <strong>of</strong> programming. In order to introduce Taiwanese culture,