Abstract:
This study attempts to explore the role of annotations and working memory capacity (WM capacity) in reading comprehension, incidental vocabulary learning, and the perceived cognitive load (CL) through a between groups design. The independent variables investigated in this study were annotation type (lexical versus topic-level) and annotation location (pop-up window versus separate window). One hundred twenty high proficiency level second language learners were assigned to one of the four treatment conditions and were asked to read an electronic text wherein a built-in tracking software recorded their interactions. Upon reading, they were given free recall, multiple choice comprehension, vocabulary recognition, and vocabulary production tasks. Findings showed that the effects of annotation type changed according to the task used to gauge comprehension while lexical annotations were found to be the consistent determinant of short-term vocabulary learning. The effect of annotation location was less clear-cut as it produced different results in conjunction with different annotation types for different measures. WM capacity played a major role in reading comprehension, and especially when combined with the effect of pop-up window glossing conditions, it led to the best results. As for the results on CL, no significant effects were observed in the self-ratings and only a significant gloss type effect was detected in terms of the recorded annotation use. Implications drawn from this study can inform instructional designers as to the facilitative effects of annotation use that would not overload limited capacities of readers.
