This paper reports a study that examines the effects of text-based incidental vocabulary learning on EFL high school students’ reading comprehension and explores their attitudes toward text-based incidental vocabulary learning. It was a quasi-experimental study with 70 students from a high school in Kien Giang province. These students were divided into two groups: the control group and the experimental group. The quantitative data from reading tests (for pre-test and post-test) were used to examine students’ reading comprehension over eight weeks. Questionnaires and the qualitative analysis from semi-structured interviews focus on their attitudes towards text-based vocabulary learning in reading comprehension. The findings indicate that text-based incidental vocabulary learning influenced positively students’ reading comprehension after the treatment and that students yielded positive attitudes towards text-based incidental vocabulary learning in their reading lessons.

 

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