Abstract
Studies with proficient users of English suggest that readers demonstrate deeper comprehension of texts when reading non-linear hypertexts than when reading linear texts. This is attributed to the networked nature of texts that helps readers exercise cognitive flexibility. An aspect that remains largely unresearched is the potential of linear online texts to facilitate comprehension in readers who are non-proficient users of English. Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated the interactive effects of two salient features of online texts, viz., non-linearity in the presentation of text and the availability of additional sources of information, on the reading comprehension of ESL readers. Two groups of readers with high and low levels of English proficiency read twelve texts on familiar and unfamiliar topics in print, linear online, and non-linear online modes. A comparison of readers’ responses to comprehension questions and free recalls showed that those with low linguistic competence and/or topic familiarity were able to achieve better comprehension of linear online texts than print texts or non-linear online texts. The findings indicate that text linearity when combined with the presence of multiple information resources (both provided by the author within the text and freely available on the internet) might have the potential to scaffold linguistic and content knowledge deficits in ESL readers and promote deep levels of comprehension.
Highlights
Considering that a majority of texts read in the near future could be online, and a large part of which could be in English, it is important to investigate the online reading comprehension processes of ESL readers so that reading instruction in the ESL classroom becomes more informed and facilitates the development of information literacy skills relevant for the 21st century student (Leu, Kinzer, Coiro, Castek & Henry, 2017; Kanniainen, Kiili, Tolvanen, Aro & Leppanen, 2019)
Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated the interactive effects of two salient features of online texts, viz., non-linearity in the presentation of text and the availability of additional sources of information, on the reading comprehension of ESL readers
Comprehension of unfamiliar topics, on the other hand, was facilitated by pre-structured, print, and self-navigating texts in that order. These findings point towards the possible role played by text coherence and online resources in promoting deep reading comprehension in High Levels of L2 Proficiency (HL2) readers hindered by lack of topic familiarity
Summary
Considering that a majority of texts read in the near future could be online, and a large part of which could be in English, it is important to investigate the online reading comprehension processes of ESL readers so that reading instruction in the ESL classroom becomes more informed and facilitates the development of information literacy skills relevant for the 21st century student (Leu, Kinzer, Coiro, Castek & Henry, 2017; Kanniainen, Kiili, Tolvanen, Aro & Leppanen, 2019). The process of acquiring information from any text involves the interaction of reader factors like language proficiency, reading competence, levels of prior knowledge, strategies used, etc. The study investigated the interactive effects of reader factors such as linguistic, formal, and content schemata on ESL readers’ comprehension of linear and non-linear online texts to determine features of online texts that can encourage text comprehension. The traditional skills of literacy – the 3Rs of reading, writing and arithmetic, are increasingly transacted through technology tools creating newer literacies like texting literacy, gaming literacy, visual literacy, mobile literacy, code literacy, and hypertext literacy (Dudeney, Hockly & Pegrum, 2013) that complement the traditional notions of literacy
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