Enhancing web page readability for non-native readers

Yu, Chen-Hsiang; Miller, Robert C.

doi:10.1145/1753326.1753709

Cited by 40 publications

(32 citation statements)

References 35 publications

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“…On average, there are 922.5 words per web page (SD = 82.5) and the study web pages are a subset of study materials from [8]. The web pages are formatted using mobile templates from the original web sites.…”

Section: Methodsmentioning

confidence: 99%

Mobile continuous reading

2012

CHI '12 Extended Abstracts on Human Factors in Computing Systems

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This research focuses on mobile continuous reading under frequent context switching while reading web pages. This paper presents the results of a user study with 10 users. Four conditions were investigated in the study: visual-reading, audio-listening, manualswitching between visual and audio, and auto-switching between them. The results showed that auto-switching not only provides the easiest reading experience, but it also results in significantly fewer missteps while walking, compared with visual-reading.

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Section: Methodsmentioning

confidence: 99%

Mobile continuous reading

2012

CHI '12 Extended Abstracts on Human Factors in Computing Systems

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“…One of these, by Yu and Miller (2010), involved 30 Asian non-native English speakers (primarily from Taiwan and China) who read English articles in block text, VSTF, and the researchers' own format, spending approximately 20 minutes reading in each. Results showed no significant difference in reading comprehension for texts in VSTF versus regular block format.…”

Section: Studies Targeting Non-native Readersmentioning

confidence: 99%

Parsed Text Format Versus Regular Block Format in Online Extensive Reading

Hughes¹

2016

LEiA

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This study investigated the effects of online extensive reading in a syntactically parsed text format compared to regular block format on speed, retention, and proficiency in English reading among Japanese learners of English. A syntactically parsed text format breaks sentences of a text into smaller groups of words or chunks with the intention of increasing the ease of reading. For one academic year, 289 participants at a public university in Japan read English texts of their choosing online in either a parsed format or regular block format. The results showed no significant differences between formats on any of the variables of interest. This suggests that reading in a parsed text format neither hinders nor enhances reading ability or proficiency growth among EFL learners whose first language is linguistically distant from English. Evidence emerged, however, that the reading itself had promoted a significant increase in reading proficiency for both groups.Extensive reading, or the reading of a large quantity of freely chosen texts at or below one's current reading proficiency level, is an effective means of improving English reading proficiency for learners of English as second or foreign language (Nakanishi, 2015). Unfortunately, traditional paper-based extensive reading programs have been difficult to implement in most EFL contexts due to the vast number and variety of reading materials such programs require (Davis, 1995). However, with the steady rise of smartphone and internet use in emerging economies across Asia (Poushter, 2016), extensive reading can now be done online at little or no cost (Lin, 2014), making it a more viable option for a widening range of EFL contexts.At the same time, viewing texts through a browser rather than off of a printed page allows readers to change the font size, page width and other aspects of the text's format. This new level of control over how a text is displayed raises the question of whether texts could be made more readable through systematically altering their format in some way. Indeed, basic changes in font size, white space, and positioning of a digital text can affect reading performance for both native and non-native readers

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“…Some techniques have been proposed to facilitate the reading of a text in a foreign language without relying on a bi-text. For example, Jenga splits and indents sentences to make their grammar easier to grab [41]. iDict uses eye-tracking techniques and algorithms to identify the foreign language words that cause difficulties to the reader, and automatically displays in a side pane the corresponding entry in a bilingual dictionary [21].…”

Section: Related Workmentioning

confidence: 99%

Bilingual Reading Experiences: What They Could Be and How to Design for Them

Pillias

Cubaud

2015

Human-Computer Interaction – INTERACT 2015

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Abstract.We introduce the idea of bilingual reading, where a document comes in two languages and the reader can choose at will on which language to focus during the reading. Between the complete ignorance of a language (where translation is the only option) and bilingualism (where translation is useless), there exists a variety of contexts of partial bilingualism where bilingual reading interfaces would prove highly useful. We first study through interviews and reviews how the bilingual reading experience is understood today. We provide an analysis framework and highlight design challenges for the design of bilingual reading appliances. We then describe a taxonomy of the different approaches available to address these challenges, analyze them in the light of our framework and show how they can be derived to sketch future bilingual reading interfaces.

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Enhancing web page readability for non-native readers

Cited by 40 publications

References 35 publications

Mobile continuous reading

Mobile continuous reading

Parsed Text Format Versus Regular Block Format in Online Extensive Reading

Bilingual Reading Experiences: What They Could Be and How to Design for Them

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