Exploring the Relationship between Annotation Use of EFL Learners and Their Learning Styles

Abstract

This study explores the relationship between (perceptual and cognitive) learning styles and the use of

hypermedia annotations by intermediate EFL learners while reading a hypermedia text. The participants were

44 EFL adult learners studying English for academic purposes. Data were collected through a software

tracking tool, a learning styles survey and interviews. Results did not indicate a significant relationship,

suggesting that learners with different learning styles had similar patterns in using hypermedia annotations,

which in turn suggests that hypermedia environments can accommodate for various learning styles.

Keywords

• Hypermedia,learning style,annotation use

Exploring the Relationship between Annotation Use of EFL Learners and Their Learning Styles

Abstract

This study explores the relationship between (perceptual and cognitive) learning styles and the use of hypermedia annotations by intermediate EFL learners while reading a hypermedia text. The participants were 44 EFL adult learners studying English for academic purposes. Data were collected through a software tracking tool, a learning styles survey and interviews. Results did not indicate a significant relationship, suggesting that learners with different learning styles had similar patterns in using hypermedia annotations, which in turn suggests that hypermedia environments can accommodate for various learning styles. 

Keywords

• Hypermedia,learning style,annotation use

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