Learning a language online: examining the evidence base to inform the practice of enhancing the reading competencies of learners

The internet allows language learners unrivalled access to authentic reading materials in the target language. Reading authentic materials in the target language is a vital part of the Second Language Acquisition process. Learners have the ability to read authentic materials with greater ease through the use of a technological overlay such as a hypermedia gloss or a hypertext gloss. These technologies mediate and facilitate the learner's interaction with the reading material in a non-linear fashion. This paper focuses on reading in CALL (computer aided language learning) and the affordances of glossing technologies to increase success rates of reading and comprehension in a second language. The purpose of the paper is twofold; firstly to inform policy regarding the use of technology in reading in Second Language Acquisition and secondly to inform the practice of using technology based on an overview of the current evidence base. It begins with an Introduction to the challenges for reading in CALL. The paper critically discusses several studies and meta-analyses in order to distil the main findings related to reading and also provide a methodological critique of these studies. These studies and meta-analyses focus on the effectiveness of hypermedia or hypertext reading glosses. The paper will examine the effects these technologies have on vocabulary acquisition and reading comprehension. The paper concludes by considering the most effective ways for practitioners to consider the use of technology for language learning and more specifically for reading using hypermedia and hypertext glosses to benefit students at different stages in the language learning process. The paper aims to inform policy and practice relating to language learning inside and outside the classroom and also to highlight certain glossing technologies available currently to practitioners.