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.
Highlights
In electronic environments, reading materials are often nonlinear and do not follow a specific order
The findings revealed that well-structured electronic texts can aid English as a second language (ESL) readers in developing a more coherent mental representation of the electronic texts’ content, thereby increasing their reading comprehension
This study identifies factors that facilitate L2 reading comprehension in electronic reading environments—namely, technical features that display the physical layout and organization of a text in a computerized reading program
Summary
In electronic environments, reading materials are often nonlinear and do not follow a specific order. Readers play a more active role in deciding what to read browse, and search for; figuring out the semantic relationships among text units; and integrating information from various text segments. To build a detailed representation of electronic content at the local level while developing a more general representation of a text’s global meaning, readers must implement more complex processes and choices and utilize features specific to that electronic text. Little empirical research has been done on the effects of providing visual and verbal conceptual orientation to an electronic text’s structure, at both the local and global levels, on reading comprehension. The potential effect on second language (L2) reading comprehension of providing structural cues in an electronic text has yet to be examined
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