The Effects of Learner Control on Computer-Assisted Language Learning in a Hypertext Environment vs. a Linear Text Environment

Abstract

Hypertext instructional approaches have been widely applied to web-based computer-assisted language learning (CALL) instructional design. The major difference between a hypertext instructional approach and a linear text instructional_x000D_ approach is that a hypertext system has network branching capabilities and referential links, which allow learners high degree of learner control. This study investigated the effects of learner control on computer-assisted English language learning in a hypertext versus a linear text learning environments. The instruments used in the study include two versions of English learning tutorial programs, a pretest, a posttest,_x000D_ and an attitude questionnaire. The results of the experiment show that the students of the hypertext approach did not have significantly poorer learning performance than the students of the linear approach as found in the past learner control studies. In fact, the high degree of_x000D_ learner control in the hypertext approach leads to students' better learning attitude, and motivation, and even lower sense of disorientation. These findings suggest that, in_x000D_ computer-assisted English language learning, a hypertext learning environment with high degree of learner control can be as good as, or even better than a conventional linear learning environment.