Effects of Electronic Reading Environments' Structure on L2 Reading Comprehension

Autor/in	Al-Seghayer, Khalid
Titel	Effects of Electronic Reading Environments' Structure on L2 Reading Comprehension
Quelle	In: English Language Teaching, 10 (2017) 12, S.88-106 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Electronic Publishing; Second Language Learning; Reading Comprehension; English (Second Language); Educational Technology; Technology Uses in Education; Multiple Choice Tests; Reading Tests; Reading Skills; Language Tests; Mixed Methods Research; Textbooks; Program Effectiveness; Adults; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Zweitsprachenerwerb; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lesetest; Reading skill; Lesefertigkeit; Language test; Sprachtest; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	This study examines the effects of an electronic reading environment's structure on second language (L2) reading comprehension. In particular, this study explores whether clarifying the underlying structure of an electronic text, along with the ways in which its units or nodes are organized and interrelated results in better comprehension as well as whether L2 reading proficiency affects the comprehension of electronic text. In this study, 40 English as a second language (ESL) learners, grouped into proficient and less-proficient groups based on their scores on the Test of English as a Foreign Language's (TOEFL's) Reading section, were asked to read two electronic texts using computerized programs classified as either "well structured" or "less structured." To assess the efficacy of each type of reading environment, two tests--a multiple-choice test and a mapping of main ideas and details (MOMID) test--were developed and administered to the participants after they read each text. The results of these tests were analyzed using a paired-samples "t"-test and a two-way (proficiency level by computerized reading program) mixed-model analysis of variance (ANOVA). The findings revealed that well-structured electronic texts can aid ESL readers in developing a more coherent mental representation of the electronic texts' content, thereby increasing their reading comprehension. Furthermore, well-structured electronic texts are more helpful for less-proficient readers than for more-proficient readers. These findings have significant pedagogical and technological implications for L2 reading instructors and instructional designers. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01