Developing students’ reading competence in an EFL context through annotated reading: A blended instructional design
- 1School of Foreign Languages, Guangdong Polytechnic Normal University, Guangzhou, Guangdong, China
- 2Faculty of Humanities and Social Sciences, City University of Macau, Macau SAR, China
Abstract
Annotated reading is generally believed an effective way to improve learners’ reading competence. However, most existing studies focus on online annotated reading while neglecting to scaffold students throughout the entire learning process. To address the gap, this study proposed a four-stage annotated reading framework and employed a quasi-experimental design to evaluate its effectiveness in developing students’ reading competence. Concurrently, students’ perceptions and actualization of this pedagogy were also investigated. Results demonstrated that this framework had potential in cultivating students’ reading competence, it was perceived as offering substantially more benefits than difficulties, and students who yielded greater gains exhibited higher engagement levels. Furthermore, modes of learning were not the decisive factor in learning outcomes, and students’ engagement proved equally critical. The findings can facilitate the field’s re-examination of technology use and shifting more focus to students’ individual differences and the holistic teaching-learning process. Targeted pedagogical suggestions were presented based on the findings.
Related
- From skills to smart care: The mediating role of digital literacy in the relationship between digital competence and medical artificial intelligence readiness among nursing students
- Impact of structured sexual health training incorporating standardised patients on health professions students’ sexual health communication competence: A single-blind randomised controlled trial in Tanzania
- The double-edged sword of human-AI collaboration on design students’ competence development: The mediating roles of challenge and hindrance appraisals and the asymmetric moderation of teacher AI leadership
- Enhancing dance learning by optimising instructional perspective: A preregistered study on the effect of dancers’ viewing perspective, cognitive load and expertise
- Effects of Instructional Context on Neural Features of Attention during Learning Activities in Children with and without ADHD
BibTeX
@article{guan2026developing,
title = {{Developing students’ reading competence in an EFL context through annotated reading: A blended instructional design}},
author = {Yinxia Guan and Haomin Zhang},
journal = {PLOS One},
year = {2026},
month = oct,
doi = {10.1371/journal.pone.0357895},
url = {https://doi.org/10.1371/journal.pone.0357895},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Developing students’ reading competence in an EFL context through annotated reading: A blended instructional design
AU - Yinxia Guan
AU - Haomin Zhang
PY - 2026
DA - 2026/10/14
JO - PLOS One
DO - 10.1371/journal.pone.0357895
UR - https://doi.org/10.1371/journal.pone.0357895
AB - Annotated reading is generally believed an effective way to improve learners’ reading competence. However, most existing studies focus on online annotated reading while neglecting to scaffold students throughout the entire learning process. To address the gap, this study proposed a four-stage annotated reading framework and employed a quasi-experimental design to evaluate its effectiveness in developing students’ reading competence. Concurrently, students’ perceptions and actualization of this pedagogy were also investigated. Results demonstrated that this framework had potential in cultivating students’ reading competence, it was perceived as offering substantially more benefits than difficulties, and students who yielded greater gains exhibited higher engagement levels. Furthermore, modes of learning were not the decisive factor in learning outcomes, and students’ engagement proved equally critical. The findings can facilitate the field’s re-examination of technology use and shifting more focus to students’ individual differences and the holistic teaching-learning process. Targeted pedagogical suggestions were presented based on the findings.
SN - 1932-6203
ER -