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ABSTRACT
The effective use of reading strategies has been recognized as an important way to increase reading comprehension in hypermedia environments. The purpose of the study was to explore whether metacognitive strategy use and access to hypermedia annotations facilitated reading comprehension based on English as a foreign language students’ proficiency levels. The primary investigation finding revealed that the strategies used the most were problem-solving strategies, followed by global strategies, whereas support strategies were used the least. The specific strategy of guessing content was used much more frequently which was reliably predicted by their comprehension scores; on the contrary, reading slowly might hinder hypermedia reading comprehension. Regarding the frequency of access to annotations, background information was viewed the most frequently, while word glossary was identified as least frequently; no significant relationship, however, was observed among proficiency levels, frequency of annotation use, and reading strategies. Based on further think-aloud investigation results, limitations and future research are discussed and presented.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributor
Hui-Fang Shang is a full Professor of the Department of Applied English at I-Shou University in Taiwan. Her expertise and research interests include TEFL, curriculum/instructional design, and CALL application.