Exploring ESL Learners’ Use of Hypermedia Reading Glosses

Abstract

This study explores the types of annotations intermediate and advanced ESL learners preferred to use while they were engaged in reading a hypermedia text. The study also investigated learners’ attitudes towards reading in a hypermedia environment. The participants were 84 ESL adult learners enrolled at the Center for English as a Second Language at the University of Arizona. Data were collected through a tracking tool, a reading comprehension test, a questionnaire, and interviews. Quantitative data indicated that the intermediate ESL learners accessed annotations more frequently than those in the advanced group. However, they did not differ in the amount of time they spent on annotations. On the other hand, the advanced learners performed better on the reading comprehension test. Both groups of learners preferred word definitions to pronunciations of words and graphics in order to get information about the text at the word level. However, they preferred videos and graphics to get extra information about the topic. Analysis of the qualitative data revealed that hypermedia reading had a positive impact on the participants’ attitudes towards reading on the computer. The participants indicated that the hypermedia environment made reading more enjoyable and comprehensible.

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