The effectiveness of using marginal annotations in reading comprehension for FL learners

Abstract EN

Current research randomly allocated 104 FL learners to investigate whether there is any positive effect of marginal annotations on their reading comprehension performance and some other issues related to their learning.

Learners were divided into two groups: the experimental group, which used marginal annotations, and the control group, which did not use marginal annotations.

To achieve the goal of the study, both a pre-test and immediate post-test were used in two sessions, while the other two sessions used the delayed post-test design.

English unaccusativity and 10 pseudo-word items were the goal features; thus, the current study utilized meaning recognition test, a word form and grammaticality judgment tests to evaluate the target features learning.

The findings revealed that marginal annotations have no significant impact on reading comprehension outcomes, but they facilitate learning the target features to a great extent.