Effectiveness of hypermedia annotations for foreign language reading

Abstract

This study first explores intermediate-level English learners' preferences for hypermedia annotations while they are engaged in reading a hypermedia text. Second, it examines whether multimedia annotations facilitate reading comprehension in the second language. The participants were 44 adult learners of English as a foreign language studying English for Academic Purposes. Data were collected through a tracking tool, a reading comprehension test, a questionnaire, and interviews. Results indicate that learners preferred visual annotations significantly more than textual and audio annotations. On the other hand, a negative relationship was found between annotation use and reading comprehension. Especially, pronunciations, audiorecordings, and videos were found to affect reading comprehension negatively. However, the qualitative data revealed that the participants had positive attitudes towards annotations and hypermedia reading in general.

The Relationship between EFL Learners’ Extensive Reading and English Language Proficiency

“…Therefore, the second null hypothesis stating that there is no significant difference in PET scores across the posttest between simplified and authentic groups of experimental groups is accepted. The result of the present study is in contrast to the previous studies (Sakar and Ercetin, 2005;Merlot, 2000) that claimed that authentic text can have more influence on reader's language proficiency.…”

The effects of hypertext glosses on L2 vocabulary acquisition: a meta-analysis

“…On the other hand, others indicated that the use of hypertext glosses might not directly affect or minimally influence L2 learners' vocabulary acquisition, even though reading with the help of a variety of hypertext glosses appears to have a positive impact on the L2 learners' perceptions, motivation and attitudes toward hyperlinked reading (Aust, Kelley & Roby, 1993;Gettys, Imhof, & Kautz, 2001;Levine, Bejarano, Carrell, & Vered, 2004;Lim, & Shen, 2006;Leutner, 1998, 2003;Sakar, & Ercetin, 2004).…”

Understanding online reading through the eyes of first and second language readers: An exploratory study

“…Park and Kim's study (2011) added a socio-cultural lens to our understanding of online reading by arguing that dialogue is an important reading strategy because interacting with the object and the context is a human nature and that their research participants dialogued with themselves, with others, and with online resources throughout their whole reading processes. Some new reading strategies unique to online reading were identified as well, including hypermedia reading, the use of computer accessories, the use of annotations and navigation (Akyel & Ercetin, 2009;Huang, 2012;Huang et al, 2009;Park & Kim, 2011;Sakar & Ercetin, 2005). It is also indicated that online readers tend to transfer the reading strategies they already have from one medium to another (Akyel & Ercetin, 2009;Elshair, 2002;Foltz, 1993;Huang, 2012).…”