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This study examined digital annotation tools within interactive reading for academic disciplines to support university learners’ comprehension of English for Science and Technology in a blended course. Data from 12 students used online annotations and focus-group interviews, analyzed descriptively and thematically via SPSS and NVivo. Inter-rater reliability using Cohen Kappa was almost perfect, confirming data reliability.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/facilitating-online-reading-comprehension-in-enhanced-learning-environment-using-digital-annotation-tools/289978/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/facilitating-online-reading-comprehension-in-enhanced-learning-environment-using-digital-annotation-tools/289978.png","ImageObject",300,407,{"name":92,"@type":93},"Himbo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-17",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What was the purpose of the study?","Question",{"text":113,"@type":114},"To investigate how digital annotation tools support interactive reading for academic disciplines and facilitate learners’ comprehension of English for Science and Technology materials in a blended course.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was data collected and analyzed?",{"text":118,"@type":114},"Data were collected from 12 university students using online annotations and focus-group interviews. Analysis used descriptive and thematic approaches with SPSS and NVivo.",{"name":120,"@type":111,"acceptedAnswer":121},"How reliable were the study findings?",{"text":122,"@type":114},"Inter-rater reliability was measured using Cohen Kappa reliability analysis, which yielded an almost perfect score, indicating the data were reliable.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},289978,1789639162,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},687197100911,"https://ap-avatar.wpscdn.com/avatar/a000239b6f1da00475?x-image-process=image/resize,m_fixed,w_180,h_180&k=1785132997149421697","Facilitating Online Reading Comprehension in Enhanced Learning Environment  \nUsing Digital Annotation Tools  \nRuhil Amal Azmuddin  \nUniversiti Malaysia Pahang  \nMalaysia  \nNor Fariza Mohd Nor  \nUniversiti Kebangsaan Malaysia  \nMalaysia  \nAfendi Hamat  \nUniversiti Kebangsaan Malaysia  \nMalaysia  \nAbstract  \nThe use of technology has now become an integral part of higher education in Malaysia because of its positive outcomes in teaching and learning. Despite its use, students are not able to fully benefit from its full potential. This study investigated the use of digital annotation tools in Interactive Reading for Academic Disciplines to facilitate reading of English for Science and Technology materials in a blended course among university students. Data were collected from 12 students enrolled in English for Technical Communication in a public university on the East Coast of Peninsular Malaysia. Data collection consisted of online annotations and focus group interviews. Analysis was descriptive and thematic, using SPSS and NVivo software, respectively. Inter-rater reliability analysis was measured using Cohen Kappa reliability analysis that yielded an almost perfect score, proving that the data were reliable. The findings revealed that digital annotation tools facilitated reading comprehension among students in an online reading environment. Annotation analyses revealed consistency in interview data when students were able to paraphrase, extend and synthesize ideas. An implication from this study suggests that training students’ regarding strategies on how to deal with annotation tasks should be mandatory. This is integral for students to achieve comprehension of English for Science and Technology materials in an online environment.  \nKeywords: digital annotation tools, online reading, English for specific purposes, English for science and technology  \nOnline materials have now become one of the main sources of knowledge for students, especially in academic settings. With the spread of digital educational spaces such as blogs, Online Discussion Forums (ODF), Wikis and Learning Management Systems (LMS), there is a rising demand for materials that can be read in digital formats. Within this context, it is the educator’s role to equip students to read online and explore online features so that they can make the most of the myriad of online resources (Gilbert, 2017) and also to enhance learner autonomy. If students are not well equipped, they will face challenges reading online because the materials change and distract readers with multimodal features (Cho & Afflerbach, 2017) . Hence, teaching students how to read effectively online is crucial as library materials have been digitized to create e-books and online articles.  \nResearch on online reading comprehension is expanding from traditional comprehension models to include “the purposes that drive online reading, communicative outcomes of online reading, and the continuously changing nature of the strategies, skills and dispositions that are required during online reading comprehension”(Leu Zawilinski, Castek, Banerjee, Housand, Liu & O'Neil, 2007, p.5) . Moreover, according to Murugaiah (2016), a number of ComputerAssisted Language Learning (CALL) technologies (for example electronic dictionaries and multimedia annotations) are commonly employed in teaching and learning as they provide assistance for learners in various ways. For example, there is a belief that using various online annotation types is a good, supportive reading strategy for learners (Thoms & Poole, 2017) . Huang (2014) conducted a study to examine the effectiveness of online versus paper-based reading strategy instruction on EFL learners’ reading comprehension on fifty-seven students. The result revealed that the second most positive feedback was that the online highlighting function of the annotation tool facilitated incidental vocabulary learning because the colourcoded highlight function helped students trac","cbCaijkufn58kAqr","https://ap.wps.com/l/cbCaijkufn58kAqr","pdf",824562,21,"English","# Abstract\n## Background and Rationale\n## Related Work\n## Research Questions","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To investigate how digital annotation tools support interactive reading for academic disciplines and facilitate learners’ comprehension of English for Science and Technology materials in a blended course.\"},{\"question\":\"How was data collected and analyzed?\",\"answer\":\"Data were collected from 12 university students using online annotations and focus-group interviews. Analysis used descriptive and thematic approaches with SPSS and NVivo.\"},{\"question\":\"How reliable were the study findings?\",\"answer\":\"Inter-rater reliability was measured using Cohen Kappa reliability analysis, which yielded an almost perfect score, indicating the data were reliable.\"}]","Facilitating Online Reading Comprehension in Enhanced Learning Environment - Using Digital Annotation Tools | PDF",53]