{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T17:54:17Z","timestamp":1792000457940,"version":"4.4.0"},"reference-count":52,"publisher":"Public Library of Science (PLoS)","issue":"10","license":[{"start":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T00:00:00Z","timestamp":1791936000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100010226","name":"Department of Education of Guangdong Province","doi-asserted-by":"publisher","award":["2024"],"award-info":[{"award-number":["2024"]}],"id":[{"id":"10.13039\/501100010226","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["www.plosone.org"],"crossmark-restriction":false},"short-container-title":["PLoS One"],"abstract":"<jats:p>Annotated reading is generally believed an effective way to improve learners\u2019 reading competence. However, most existing studies focus on online annotated reading while neglecting to scaffold students throughout the entire learning process. To address the gap, this study proposed a four-stage annotated reading framework and employed a quasi-experimental design to evaluate its effectiveness in developing students\u2019 reading competence. Concurrently, students\u2019 perceptions and actualization of this pedagogy were also investigated. Results demonstrated that this framework had potential in cultivating students\u2019 reading competence, it was perceived as offering substantially more benefits than difficulties, and students who yielded greater gains exhibited higher engagement levels. Furthermore, modes of learning were not the decisive factor in learning outcomes, and students\u2019 engagement proved equally critical. The findings can facilitate the field\u2019s re-examination of technology use and shifting more focus to students\u2019 individual differences and the holistic teaching-learning process. Targeted pedagogical suggestions were presented based on the findings.<\/jats:p>","DOI":"10.1371\/journal.pone.0357895","type":"journal-article","created":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T17:28:02Z","timestamp":1791998882000},"page":"e0357895","update-policy":"https:\/\/doi.org\/10.1371\/journal.pone.corrections_policy","source":"Crossref","is-referenced-by-count":0,"title":["Developing students\u2019 reading competence in an EFL context through annotated reading: A blended instructional design"],"prefix":"10.1371","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0009-0007-8908-1001","authenticated-orcid":true,"given":"Yinxia","family":"Guan","sequence":"first","affiliation":[{"name":"School of Foreign Languages, Guangdong Polytechnic Normal University","place":["Guangzhou, Guangdong, 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