Comparing EFL Learners' Reading Comprehension Between Hypertext and Printed Text

From the article “Comparing EFL Learners' Reading Comprehension between Hypertext and Printed Text” by Min – chen Tseng, she investigates the effects of reading printed text and hypertext on the EFL learners' reading comprehension. Previously, people read using printed text. After the emergence of internet, the reading style changes from printed text to hypertext.

Methodology

Reading comprehension and test were used to collect the data. Forty-six Taiwanese students were equally divided into two groups; Experimental Group has to view the pictures and read articles shown on the computer screens, while Control Group has to look at the pictures and read articles from printed documents.

Four articles were used in this study. Three of the articles were adopted from the book "Master GEPT (General English Proficiency Test) and "Issues for Today". Three parts were included in each article: pictures & relevant vocabulary, text, and five reading comprehension questions. The participants were tested on their reading skills after being asked to read four articles. Firstly, the participants has to read the articles and then answered five reading comprehension questions containing the requirement of using skimming skill, scanning skill, and guessing unknown words from the context. After finishing the four articles, they were asked to fill out a questionnaire regarding the reading comprehension questions.

The participants in the Control Group were given test papers and they have to answer all of the questions. The participants in the Experimental Group were looking at the pictures, texts and questions on the computer screens. They were given separate answer sheets. After finishing the tests, all students were asked to fill out a questionnaire printed on the paper.

Literature Review

According to Barnes (1994), he states that hypertext is unique because it enables readers to pick and choose blocks of text by interacting with the machine. Hypertext now includes "a wide range of computer applications such as interactive books, encyclopedias, online reference indexes, and other forms of nonlinear reading and writing which are created by means of computer technology" (p. 26). (Jones and Fortescue, 1991 cited by Tseng, 2008)

Ojala (2000) states that a print document encourages readers to start at the top left-hand corner and finish at the bottom right-hand corner, but when they read electronic information their eyes move in a circular motion rather than a straight line.

Findings

The reasons why participants in the Experimental Group received lower scores were much related to factors that affected them when they read hypertext. Participants in the Control Group performed better in reading printed text, especially on the reading skills of skimming and scanning, but not on vocabulary question. In vocabulary knowledge, participants in the Experimental Group made higher scores than the ones in the Control Group. About 78% of participants said their eyes got very tired and strained while reading texts on computer screens during the test. Therefore, almost 60% of students preferred to read via papers instead of computer screens.

The researcher investigated the elements that affected participants while reading hypertext on the computer screens. About 78% of participants mentioned that their eyes got tired or they got headaches upon reading hypertext on the computer screens for a long period of time. 18.8% of participants could not underline any sentences or leave notes on the computer screens. They said that reading hypertext on the computer screens was not the same as they read text on printed documents. Some students complained that they have to put fingers on the computer screens to point out certain words, but when they used scroll bars to move up and down the web pages, they got lost where they were earlier. They commented that by reading via computer screens, the words were "hidden" inside the monitors and students could not "touch" the words. It gave them a sense of distance. They used to read using printed text due to their old habit of reading style.

Implications to Language Learning in General

Teacher should choose appropriate websites because not all are designed for language learning purposes. Teacher should teach on how to look for information on the internet and how to read hypertext effectively. Students tend to print the electronic information due to their usual habits of reading printed text.

(Question B)

Based on the article above, it observes that the role of printed document is replaced by hypertext and computer. Centuries ago, printed documents serve as important role as tool of learning. Due to the emergence of technology, computer becomes an essential instrument in learning especially in language learning. By replacing the printed document to hypertext, the computer is functioning as tool, tutor or pupil. Computer as tool means that computer does not provide any language material at all but it helps the student to understand language. Examples of computer as tool include word processors, spelling and grammar checkers, desk-top publishing programs, and concordances (Warschauer, 1996).. Students use computer as alternative of learning language. The behaviorist might use hypertext’s special features only to link text with explanations, tests and answer. However, the constructivist model might use the same features and use them to encourage learners to collaborate over the structure and the sequence of their own learning (Beatty, 2003)

The main function of the computer in this research is to be a mechanical tutor and tool in assisting or helping the students in reading and developing their understanding the knowledge. In this particular research, other than testing their reading skills we can also said that the computer also help them in contributing the stimulus effect to the students in reading and also understand the content much more better.

This research also is interrelated to the theory of cognitive approach which encourages discovery learning. It was not only what the students did with the computers but also what they did with each other while carrying out the given task was emphasized on (Warschauer & Healey, 1998). At the same time, it also develops the construction of new knowledge by engaging in problem activities. In such a nonlinear reading context, it still remains basic to sort out the true from the false, reality from fantasy, to discern cause and effect and to apply critical thinking skills. Therefore, there is a need for students to have knowledge in differentiating between the true and false knowledge.

By using hyperlink in language learning, one might click on a hypertext link to go to one of several choices in a word to get a floating box offering its dictionary definition. In a printed document, it would be intolerably pedantic to write footnotes to footnotes (Beatty, 2003). In the computer, writing in layers is quite natural and reading in layers is effortless.

Many teachers are unwilling to spend their time in thinking of other ways of teaching the students. They prefer their students to use stand alone software for reinforcement or enrichment. From this situation, the role of human as tutor has changed. Now, the computer serves the role as tutor and drillmaster. The computer serves as a vehicle for delivering instructional materials to the students rather than human beings (Warschauer, 1996). When the student rely too much on computer in language learning, it becomes student centered learning.

Some of educators argue that drills on computer can be more effective than tutoring or conventional practice drill (Costanza, 1989). Students feel less anxious in making mistakes with a computer than a human tutor because computer does not respond emotionally when student make mistakes. Computer screen presents information dynamically (Costanza, 1989). The words can be highlighted and the font can be changed. The sounds and animated images create sensory depth. That are the reasons why students enjoy learn language from computer rather than human.

By using computer in learning language, students can receive quick and accurate feedback, progressing at flexible rates without public approbation of their errors (Underwood & Underwood, 1990). However, when they spell words using a pencil, there is less time available to think about the meaning of the sentence being composed.

In CELPAD Self- Access Centre, computer been used as tutor and tool. The computer functioned as tutor when the students used the language software that has been installed in the computer. The language software contains drills and practices to help the students to understand the language. Grammar, vocabulary, listening and speaking exercises that contain in the software helps the second language learners of English to improve their English skills.

When the teacher teaches in front of the class, he or she will used interactive whiteboard as teaching aid. Interactive whiteboard is a large interactive display that connects to a computer and projector. A projector projects the computer's desktop onto the board's surface where users control the computer using a pen, finger or other device. The board is typically mounted to a wall or floor stand. The whiteboard is connected to the main computer and the teacher has full control of the main computer. Now, the computer serves as tool to aid the teaching process.

In conclusion, the hypertext which is part of computer serves a role as tool and tutor. Hypertext is subject to rearrangement and reordering by the user beyond the tradition linear organization of books. Hypertext and computer helps the students in learning language. Technology makes learning become interesting and convenient. Students to love use technology especially computer and internet because it is interactive and fun

Reference

Beatty, K. (2003). Teaching and Researching: Computer-assisted Language Learning. Edinburgh: Pearson Education Limited.

Costanzo, W.M. (1989). The Electronic Text: Learning to Write, Read and Reason with Computers. New Jersey: Educational Technology. Inc.

Tseng, M.C. (2008). Comparing EFL Learners' Reading Comprehension Between Hypertext and Printed Text. CALL-EJ Online. Retrieved on January 11, 2010 from http://callej.org/journal/9-2/tseng.html

Underwood, J.D.M & Underwood, G. (1990). Computers and Learning. Oxford: Basil Blackwell Ltd.