Cover not available

In:Technology and Instructed Second Language Acquisition: Connecting research and pedagogy
Edited by Shawn Loewen, Frederick J. Poole, Hyun-Bin Hwang and Matthew D. Coss
[Language Learning & Language Teaching 63] 2025
► pp. 185–204

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

Chapter 8
Using digital annotation tools to facilitate second language digital social reading

 | Utah State University
 | University of Arizona
Published online: 27 October 2025
DOI logo with link
https://doi.org/10.1075/lllt.63.08tho
Abstract
Digital annotation tools (DATs) create digital spaces where two or more readers can highlight the same virtual copy of a text and discuss it through an interface that affords synchronous or asynchronous margin dialogues anchored in specific passages and allows students’ comments to include images, hyperlinks, emojis, among other multimodal semiotic resources. Second language (L2) teachers have incorporated the use of DATs to allow for the inclusion of digital social reading (DSR) activities in their classrooms. Research around DSR has demonstrated that DSR can promote co-construction of meaning among peers (Michelson & Dupuy, 2018) and foster new forms of interaction with texts and peers (Solmaz, 2020a). In this chapter, we provide a summary of research on DATs and DSR in L2 learning contexts. We then focus on applied aspects of incorporating DATs in L2 classroom environments and highlight future research areas and pedagogical considerations that need to be fully explored.
Article outline
  • Introduction
  • Theories and research
    • Theoretical perspectives
    • Instructed second language acquisition research
    • Exemplary DAT and instructed SLA study
    • Generalizability and representativeness
  • Pedagogical applications and considerations
    • Application of DATs
      • 1.Highlighting/noticing linguistic features of text and the incorporation of tasks suitable to students’ proficiency levels
      • 2.Enhancing interactions in virtual L2 learning environments
      • 3.Exposing students to a wider array of L2 ‘texts’
      • 4.Accessing students’ data to better inform teaching or research
  • Pedagogical scenario for reflection
  • Extension resources
    • Reflection and discussion questions
    • Topics for (action) research
    • Related resources to guide (action) research projects
  • Generative AI use acknowledgement
  • References
References (43)
References
Akhand, M. (2023). Impact of collaborative reading annotation system on EFL/ESL learners on a digital platform: A case study of tertiary level students in Bangladesh. Journal of Education and Practice, 14(18), 40–50.Google Scholar logo with link to Google Scholar
Auyang, S. (2000). Mind in everyday life and cognitive science. The MIT Press.Google Scholar logo with link to Google Scholar
Azmuddin, R., Nor, N., & Hamat, A. (2020). Facilitating online reading comprehension in enhanced learning environment using digital annotation tools. Journal of Education: Technology in Education, 8(2), 7–27.Google Scholar logo with link to Google Scholar
Benedict, T. (2022). Digital social reading and annotation in the Japanese university classroom: A case study using Perusall. Kwansei Gakuin University Research in Higher Education, 12, 67–77.Google Scholar logo with link to Google Scholar
Blyth, C. (2014). Exploring the affordances of digital social reading for L2 literacy: The case of eComma. In J. Pettes Guikema & L. Williams (Eds.), Digital literacies in foreign and second language education (pp. 201–226). Calico.Google Scholar logo with link to Google Scholar
(2024). Incorporating mindfulness into multiliteracies pedagogy: Contemplative digital social reading and writing. In J. Thoms & K. Michelson (Eds.), Digital social reading and second language learning and teaching, (pp. 74–101). John Benjamins. Google Scholar logo with link to Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press. Google Scholar logo with link to Google Scholar
Brustad, K., Al-Batal, M., & Al-Tonsi, A. (2013). Al-Kitaab fii Ta’allum al’Arabiyya, part two: A textbook for Intermediate Arabic (3rd ed.). Georgetown University Press.Google Scholar logo with link to Google Scholar
Chen, C., Wang, J., & Chen, Y. (2014). Facilitating English-language reading performance by a digital reading annotation system with self-regulated learning mechanisms. Educational Technology & Society, 17(1), 102–114.Google Scholar logo with link to Google Scholar
Cope, B., & Kalantzis, M. (2015). A pedagogy of multiliteracies: Learning by design. Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Cui, T., & Wang, J. (2023). Empowering active learning: A social annotation tool for improving student engagement. British Journal of Educational Technology, 55, 712–730. Google Scholar logo with link to Google Scholar
Duff, P. (2008). Language socialization, participation, and identity: Ethnographic approaches. Encyclopedia of Language and Education, 3, 107–119. Google Scholar logo with link to Google Scholar
Gibson, J. (1979). The ecological approach to visual perception. Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
González-Lloret, M. (2020). Collaborative tasks for online language learning. Foreign Language Annals, 53(2), 260–269. Google Scholar logo with link to Google Scholar
Kern, R. (2021). 25 years of digital literacies in CALL. Language Learning & Technology, 25(3), 132–150.Google Scholar logo with link to Google Scholar
Klimanova, L., & Murphy-Judy, K. (2024). CALL and social justice. In R. Hampel & U. Stickler (Eds.), Bloomsbury handbook of language learning and technology (pp. 315–336). Bloomsbury.Google Scholar logo with link to Google Scholar
Law, J., Barny, D., & Dorsey, R. (2024). Addressing text difficulty in novice L2 digital social reading. In J. Thoms & K. Michelson (Eds.), Digital social reading and second language learning and teaching, (pp. 104–127). John Benjamins. Google Scholar logo with link to Google Scholar
Law, J., Barny, D., & Poulin, R. (2020). Patterns of peer interaction in multimodal L2 digital social reading. Language Learning & Technology, 24(2), 70–85.Google Scholar logo with link to Google Scholar
Liu, S., & Lan, Y. (2016). Social constructivist approach to web-based EFL learning: Collaboration, motivation, and perception on the use of Google Docs. Educational Technology & Society, 19(1), 171–186.Google Scholar logo with link to Google Scholar
Michelson, K., & Dupuy, B. (2018). Teacher learning under co-construction: Affordances of digital social annotated reading. Apprentissage des Langues et Systèmes d’Information et de Communication, Alsic, 21. Google Scholar logo with link to Google Scholar
Michelson, K., Abdennebi, M., & Michelson, C. (2023). Text-centered “talk” in foreign language classrooms: Comparing the affordances of face-to-face and digital social annotated reading. Foreign Language Annals, 56(3), 600–626. Google Scholar logo with link to Google Scholar
Michelson, K., Lee, J., & Abdennebi, M. (2022). Textual thinking as evidenced through think alouds: L2 multimodal reading through multiliteracies frameworks. Language Teaching Research, 29(4), 1807–1836. Google Scholar logo with link to Google Scholar
Ng., C., & Cheung, Y. (2024). Digital social reading in second language learning and teaching: Synthesis of current research and pedagogical practices. Journal of English and Applied Linguistics, 3(1), 14–33. Google Scholar logo with link to Google Scholar
Paesani, K., Allen, H., & Dupuy, B. (2016). A multiliteracies framework for collegiate foreign language teaching. Pearson.Google Scholar logo with link to Google Scholar
Pei, L. (2018). Impact of virtual literature circles on Chinese University EFL students’ independent English reading (Publication No. 10748481, Doctoral dissertation). Oakland University. ProQuest Dissertations and Theses Database.
Solmaz, O. (2020a). The nature and potential of digital collaborative reading practices for developing EFL proficiency. International Online Journal of Education and Teaching, 7(4), 1283–1298.Google Scholar logo with link to Google Scholar
(2020b). Examining the collaborative reading experiences of English language learners for online second language socialization. The Reading Matrix: An International Online Journal, 20(1), 20–35.Google Scholar logo with link to Google Scholar
(2021). The affordances of digital social reading for EFL learners: An ecological perspective. International Journal of Mobile and Blended Learning, 13(2), 36–50. Google Scholar logo with link to Google Scholar
Thoms, J. (2014). An ecological view of whole-class discussions in a second language literature classroom: Teacher reformulations as affordances for learning, Modern Language Journal, 98, 724–741. Google Scholar logo with link to Google Scholar
Thoms, J., & Poole, F. (2017). Investigating linguistic, literary, and social affordances of L2 collaborative reading. Language Learning & Technology, 21(2), 139–156.Google Scholar logo with link to Google Scholar
(2018). Exploring digital literacy practices via L2 social reading. L2 Journal, 10(2), 36–61. Google Scholar logo with link to Google Scholar
Thoms, J., Sung, K., & Poole, F. (2017). Investigating the linguistic and pedagogical affordances of an L2 open reading environment via eComma: An exploratory study in a Chinese language course. System, 69, 38–53. Google Scholar logo with link to Google Scholar
Tseng, S., & Yeh, H. (2018). Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students’ English reading comprehension. Interactive Learning Environments, 26(6), 789–802. Google Scholar logo with link to Google Scholar
Tseng, S., Yeh, H., & Yang, S. (2015). Promoting different reading comprehension levels through online annotations. Computer Assisted Language Learning, 28(1), 41–57. Google Scholar logo with link to Google Scholar
Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Kluwer. Google Scholar logo with link to Google Scholar
Vygotsky, L. (1978). Mind in society. Harvard University Press.Google Scholar logo with link to Google Scholar
Yang, Y., & Lin, Y. (2015). Online collaborative note-taking strategies to foster EFL beginners’ literacy development. System, 52, 127–138. Google Scholar logo with link to Google Scholar
Yeh, H., Hung, H., & Chiang, Y. (2017). The use of online annotations in reading instruction and its impact on students’ reading progress and processes. ReCALL, 29(1), 22–38. Google Scholar logo with link to Google Scholar
Zapata, G., & Morales, M. (2018). The beneficial effects of technology-based social reading in L2 classes. Lenguas en Contexto, 9(Supplement), 40–50.Google Scholar logo with link to Google Scholar
Zhao, N., Gao, F., & Yang, D. (2018). Examining student learning and perceptions in social annotation-based translation activities. Interactive Learning Environments, 26(7), 958–969. Google Scholar logo with link to Google Scholar
Zhu, X., Chen, B., Avadhanam, R., Shui, H., & Zhang, R. (2020). Reading and connecting: Using social annotation in online classes. Information and Learning Sciences, 121(5/6), 261–271. Google Scholar logo with link to Google Scholar
Ziegler, N. (2025). Text/video chat and other online collaboration tools. In S. Loewen, F. Poole, H. Hwang, & M. D. Coss (Eds.), Technology and instructed second language acquisition: onnecting research and pedagogy (pp. 271–293). John Benjamins. (this volume)Google Scholar logo with link to Google Scholar
Cited by (1)

Cited by one other publication

Godwin-Jones, Robert
2025. Afterword: Towards sustainable technology use in instructed second language acquisition. In Technology and Instructed Second Language Acquisition [Language Learning & Language Teaching, 63], ► pp. 335 ff. DOI logo

This list is based on CrossRef data as of 29 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue