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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.
Ariew et al. (Thu,) studied this question.