Are We Conditioned to Follow Links? Highlights in CALL Materials and Their Impact on the Reading Process

Isabelle de Ridder

54 citations0/0 files storedComputer Assisted Language Learning

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning English Language Learning and Teaching

Abstract

This article argues the case for evaluation of some of the additional features of CALL materials designed to enhance second-language reading comprehension. The experiment carefully analysed the effects of highlights indicating a link towards dictionary definitions on the second language reading process. The findings demonstrate that randomly highlighting words in a text on screen influences the amount of vocabulary incidentally learned by the reader. Moreover, the results strongly indicate that reading in a highlighted or marked setting is fundamentally different from reading a text in an unmarked condition. This calls for reflection on how to present the learner with the enhancements of CALL.

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2008Hypermedia Annotation Presentation 2003STRATEGIES FOR READING HYPERTEXT BY JAPANESE ESL LEARNERS 2006Scaffolding instruction for reading the Web 2003Analysis of research in CALL (1980–2000) with a reflection on CALL as an academic discipline 2011Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software

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