ESL Readers' Perceptions of Reading in Well Structured and Less Structured Hypertext Environment

Authors

  • Khalid Al-Seghayer King Saud University

DOI:

https://doi.org/10.1558/cj.v22i2.191-212

Keywords:

ESL reading comprehension, main idea, hypertext, text structure, explicit marking

Abstract

Current electronic text formats can hinder the acquisition of main ideas or the central representation of a text unless some structural cues are embedded in the reading environment. This principle is based on the premise of cognitive psychology that learning is a reorganization of cognitive structure and that readers are most likely incapable of performing such a task in a loosely structured presentation or one that lacks explicit organizational devices or structural cues.

The present study qualitatively examines how second language (L2) readers, particularly ESL readers, perceived the efficacy of displaying the underlying structure of hypertext and the ways in which its units or nodes are organized and interrelated help those readers develop a unified, coherent mental representation of hypertext content.

The participants, 40 ESL learners, were assigned to read two hypertext programs--well structured and less structured hypertext--and then sat for semistructured interviews (about 15-20 minutes). During the interview sessions, participants were asked to describe their perceptions of the effectiveness of explicitly showing the underlying structure of hypertext and how marking the organization and interrelationship of information in the hypertext helped them to grasp the main idea or central point of the hypertext.

The interviews were recoded, transcribed, coded, and categorized. The results showed that the ESL learners unanimously favored reading well structured over less structured hypertext and maintained its usefulness of showing the underlying structure of hypertext and how it is organized, thereby enabling them to develop a coherent mental representation of hypertext content, ultimately leading to successful hypertext processing.

Author Biography

  • Khalid Al-Seghayer, King Saud University

    Khalid Al-Seghayer holds the Ph.D. in Foreign Language Education/Applied Linguistics from the University of Pittsburgh. His research interests include computer-assisted language learning and second language reading. He has published in TESOL Quarterly, Language Learning & Technology, CALL Journal, Internet TESL Journal, CALICO Journal, CALL-EJ Online, and the APA News. He chaired the EFL Interest Section in TESOL from 2002 to 2003. Currently, he is the editor of TESOLʼs NNEST Newsletter and CALL Media Software editor of the Reading Matrix Journal.

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Published

2013-01-14

Issue

Section

Articles

How to Cite

Al-Seghayer, K. (2013). ESL Readers’ Perceptions of Reading in Well Structured and Less Structured Hypertext Environment. CALICO Journal, 22(2), 191-212. https://doi.org/10.1558/cj.v22i2.191-212