This study examines how the vocabulary control of the 2015 Revised English National Curriculum has been realized in middle school English textbooks. Its focus is on the use of vocabulary in the textbooks, in particular, the number and repetitive use of new words. Listening and reading texts from six sets of graded textbooks were analyzed using Range32 and KICE WordProfiler 2015, each of which consists of three textbooks targeting 7^th, 8^th, and 9^th graders. The results show that there was no significant difference among the graded textbooks in terms of the number of new words in each graded textbook. However, significant differences were found among them when the number of new words was counted in comparison with the number of words taught previously and when the patterns of repetitive use of new vocabulary was examined. The study concludes with some suggestions for further research and its limitations.