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EXPLORING THE POTENTIAL OF HYPERMEDIA ANNOTATIONS FOR SECOND LANGUAGE READING

Abstract

This study explores whether there is a relationship between reading comprehension and the use of different types of hypermedia annotations. Data came from 84 intermediate and advanced level adult ESL learners using a tracking tool that recorded the amount of time readers spent on a given annotation. Results indicate that annotation use did not contribute to reading comprehension for the advanced group whereas over-reliance on certain annotations had a negative impact on the intermediate group. Moreover, prior knowledge was found to be an important variable related to reading comprehension. Finally, the qualitative data collected through a questionnaire and interviews revealed that hypermedia reading had a positive impact on the participants' attitudes towards reading on the computer. 

 

How to Cite

Ariew, R. & Ercetin, G., (2003) “EXPLORING THE POTENTIAL OF HYPERMEDIA ANNOTATIONS FOR SECOND LANGUAGE READING”, Journal of Second Language Acquisition and Teaching 10, p.1-16.

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Authors

Robert Ariew (University of Arizona)
Gulcan Ercetin (Bogazici University, Istanbul, Turkey)

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Creative Commons Attribution 4.0

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This article has been peer reviewed.

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