Type Paper
License CC BY 4.0

The effects of digital scaffolding on adolescent English reading in Japan: An experimental study on visual-syntactic text formatting

Abstract

This experimental study examined how VSTF (Visual-Syntactic Text Formatting)-based text benefits reading speed, reading comprehension, reading efficiency and retention for middle and high school students. Prospective within-subjects tests were conducted in Japan on a total of 132 students: 76 high school students from 12th grade and 56 middle school students from eighth grade. Students read both block-format- ted text and VSTF-based text and answered quizzes and subjective questionnaires related to what they read. Objectively, although middle school students did not show a significant difference between using block-formatted text and VSTF-based text, low proficiency students in high school showed a significant increase in reading speed, reading comprehension, reading efficiency and retention, while high proficiency students in high school showed a significant increase in reading speed and retention. Regarding subjective questionnaires, most students among all of the grades felt reading VSTF-based text was more effective than reading block-formatted text. Based on these results, future long-term studies with multiple texts should be considered.

Citation

Ozaki, S., & Ueda, I. (2020). The effects of digital scaffolding on adolescent English reading in Japan: An experimental study on visual-syntactic text formatting. The JALT CALL Journal, 16(3), 147-166. https://doi.org/10.29140/jaltcall.v16n3.287

DOI

https://doi.org/10.29140/jaltcall.v16n3.287