A link—typically displayed as (blue) coloured, underlined text—incorporated in an electronic document that permits internet browsers to immediately open another document in the same or another website.
Therefore, it is important for EFL instructors to consider how to structure a learning atmosphere in which thinking about what occurs during hypertext reading can lead to better learning outcomes (Anderson, 2003).
As revealed by Chun (2001), hypertext readers have the freedom to progress through a text and choose their own order of annotation based on their preference.
As a means of explaining hypertext reading, Foltz, proposes that a "narrative schema" can explain how readers approach hypertexts as a particular type of text.
While hypertexts are usually organized associatively and work in the digital humanities shows that readers have learned to expect this kind of organization in most hypertext systems, including most websites, literary forms of hypertext do not always adhere to the hypertext "narrative schema.
Rather than creating a series of pages with hypertext links from navigational phrases such as "next step" or "previous step," it is more effective to create links from important terms or concepts requiring further elucidation.