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

5.5. Pedagogical Implications
In the present study, lack <strong>of</strong> extensive reading skills and experiences were found
as major obstacles interfering learners’ reading comprehension. Moreover, learners’
target word knowledge has not reached the receptive repertoire, albeit an exposure
amount <strong>of</strong> up to 15 times after reading. In an attempt to amend insufficient
extensive reading strategies and enhance vocabulary learning, a paradigm <strong>of</strong>
incorporating explicit instruction and implicit learning was suggested.
To begin with, careful orientation sessions in school lab will be needed not only
to familiarize learners with the functions on the on-line syllabus but to explain the
goals and methodology <strong>of</strong> extensive reading. Useful strategies in extensive reading
should be made explicit and practice sessions scheduled as guidance to the extensive
reading activity.
The online extensive reading syllabus is especially useful for incorporating
explicit teaching and implicit learning due to the fact that the syllabus is constructed
based on the word lists selected by instructors. The same set <strong>of</strong> word lists could be
utilized both in class and for the online extensive reading syllabus. In other words,
learners might have the chances to read the target words that they have learned in
class while engaging in extensive reading on-line. After direct and explicit
instruction <strong>of</strong> target words in class, the reading texts on the syllabus could provide
more diverse usage and contexts. The comprehensive exposure to target words in
extensive reading could bring learners a step further along the continuum <strong>of</strong>
vocabulary learning; on the other hand, the fragile and unstable word knowledge
resulted exclusively from extensive reading in turn could be more strongly anchored
to learners’ existing lexicon with explicit instruction.
It should be cautioned, however, that learners may not be aware <strong>of</strong> the
connection between these two types <strong>of</strong> learning. The instructor, hence, is
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