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.