Fostering college students’ reading comprehension with online annotations

Abstract

The study aims to investigate students’ progress in reading comprehension in an online annotation system. This study adopted quantitative and qualitative methodologies. The results showed that students made significant progress in reading comprehension after receiving instruction with online annotation. Moreover, students who made more progress employed the strategies of questioning and annotation more frequently than those who made less progress. To sum up, instead of solely teaching multiple reading strategies, it was recommended that multiple reading strategies should incorporate online annotation for helping students overcome their reading difficulties.