Effects of highlights and annotations on EFL learners’ Reading comprehension: an application of computer-assisted interactive reading model

Abstract

This mixed-methods study investigates the effects of highlights and annotations on reading comprehension among Chinese EFL students majoring in teaching English as a foreign language, within a computer-assisted interactive reading model. The study involved 183 participants, randomly assigned to three experimental groups and a control group, each utilizing distinct combinations of highlights and annotations to evaluate their impact on reading comprehension. The results indicate that the intervention groups exhibited significant improvements in reading comprehension compared to the control group. Qualitative feedback from participants revealed increased engagement and metacognitive awareness, suggesting that these interactive features function as effective cognitive scaffolds. By facilitating information processing and reducing cognitive load, highlights and annotations enhance the reading experience and comprehension. These findings support cognitive load theory and underscore the pedagogical potential of integrating interactive elements into digital reading materials. This integration can promote active reading strategies and learner-centered instruction, offering valuable insights for educators and curriculum designers. By demonstrating the efficacy of technology-enhanced reading interventions, this research contributes to the broader field of Computer-Assisted Language Learning (CALL), emphasizing the role of interactive tools in improving language proficiency and academic success among EFL learners.