Exploring demographic and motivational factors associated with hypertext reading by English as a foreign language (EFL) students

Abstract

This study investigates nontraditional students’ of English as a foreign language self-reports of the hypertext learning experience. It determines whether factors such as gender, age, proficiency level, and hypertext learning experience influence predicting hypertext reading achievement. The subjects of this study were 23 nontraditional English majors (9 males and 14 females). Their learning efficiency was rated as low to intermediate. The primary investigation found that students generally perceived that they should have control in operating the designed hypertext system because most did not find it difficult. In addition, students could accomplish the reading tasks more quickly and easily without much mental effort. Females, older adults, and low-proficiency learners expressed more positive feedback and willingness to use the hypertext system in future compared with the other groups, although no significant differences were observed among those variables on hypertext learning experience. Hypertext comprehension performance was significantly influenced only by the factor of proficiency level. Its impact was negative and moderate. Therefore, it is suggested that the use of hypertext system demonstrated the tendency to particularly improve low-proficiency learners’ reading comprehension. Limitations and recommendations for future research are presented and discussed in light of the results of the study.

Keywords:

• gender
• age
• proficiency level
• hypertext learning experience
• EFL reading comprehension

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the National Science Council [NSC 102-2410-H-214-016].