A statistically significant difference was recorded in which the hypertext group received a higher average score on the comprehension test than the group reading traditional text. These results suggest that the background knowledge provided by the hypertext facilitated the students’ English reading. 

Michigan State University

To student the effects of hypertext reading on student learning and reading comprehension, 100 non English majors attending the University of Shanxi Province in China were given an online comprehension test using a modified form of the College English Test Band Four (CET-4) with half of the students reading traditional text and the other half reading hypertext.

Study on Hypertext Reading in Students’ Autonomous Learning 

Zhao, T., & Qin, J. (2017). Study on hypertext reading in students' autonomous learning. Journal of Language Teaching and Research, 8(1), 157.

Study on Hypertext Reading in Students’ Autonomous Learning

 With no statistically significant difference between the groups’ English proficiency levels, 50 students were placed in a hypertext condition, and the other 50 were placed in a control condition with traditional text. While taking a multiple-choice comprehension test consisting of 8 passages, the hypertext group was able to obtain greater background knowledge through links that led to examples, definitions, and supplementary information, whereas the control group could not.

Study on Hypertext Reading in Students’ Autonomous Learning: Method

- “Do hyperlinks in hypertext facilitate Chinese students’ English reading compared with traditional text reading?”
- “Do the numbers of different hyperlinks have different effects on the scores of English reading comprehension among Chinese students? How about the effects?”


Study on Hypertext Reading in Students’ Autonomous Learning: Research Questions

Study on Hypertext Reading in Students’ Autonomous Learning: Research Question 1 Results 

When referring to the hyperlinks used in the hypertext condition, 3 link groups were labeled with Link 1 containing 1 to 5 links, Link 2 containing 6 to 10 links, and link 3 containing 11 to 16 links. A statistically significant difference in scores was found between Link 1 and Link 2 as well as between link 2 and 3, while no significant difference existed between Link 1 and Link 3. Students in Link 2 (6 to 10 links) received the highest average score. It is suggested that less links do nothing to improve reading while more links increase cognitive load, thus affecting learning.

Study on Hypertext Reading in Students’ Autonomous Learning: Research Question 2 Results 

Certain limitations of this study were listed. One being the need for greater objectivity when “justifying instructional treatments.” This study also used a small sample of students in a university where the students’ had comparatively lower English levels. The material design and annotations were also listed as a possible limitation.  

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