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Exploring the Potential of Hypermedia Annotations for Second Language Reading

机译：探索超媒体注释在第二语言阅读中的潜力

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摘要

This study explores whether different types of hypermedia annotations facilitate reading comprehension for intermediate and advanced ESL learners. Data was collected 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. An expository text was annotated using different forms of media to provide information both at the word level and topic level. The participants were asked to read the text for general comprehension and to use the annotations to facilitate reading comprehension. Results indicate that annotation use did not facilitate reading comprehension for either group, while a negative relationship was found between the time spent on video and graphics annotations and reading comprehension for 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.
机译：这项研究探讨了不同类型的超媒体注释是否有助于中高级ESL学习者的阅读理解。使用跟踪工具从84位中级和高级成人ESL学习者那里收集数据，该工具记录了读者在给定注释上花费的时间。说明文字使用不同形式的媒体进行注释，以在单词级别和主题级别提供信息。要求参与者阅读课文以进行一般理解，并使用注释来促进阅读理解。结果表明，注释的使用不利于任一组的阅读理解，而在视频和图形注释上花费的时间与中间组的阅读理解之间存在负相关关系。此外，发现先验知识是与阅读理解有关的重要变量。最后，通过问卷调查和访谈收集的定性数据表明，超媒体阅读对参与者对计算机阅读的态度有积极影响。

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