Using Online Texts to Build Independent Readers in ESL Classrooms

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.

Implementation of Digital Mind Mapping Tools to Improve Academic Reading and Summary Writing

“…Therefore, teachers or instructors need to select activities and tasks to develop thinking skills. Jose (2021) asserts that literacy skills go beyond 3Rs-reading, writing, and arithmetic. They include the ability to find information, evaluate the credibility of information, combine information from multiple texts, think critically and solve problems using information gained, and create new information in the academic world.…”

“…In this digital era, information literacy includes one's ability to implement 'gate skill' in digital platforms and Jose (2021) emphasises that information literacy is not a new skill; it is a combination of technical skills such as the ability to use the internet, understand web features, and navigate through websites. Thus, academic institutes can consider the technical skills of their learners as it might be beneficial in making their education relevant in this sophisticated time.…”