摘要：The study was conducted on 100 non-English major sophomores for one semester in a University of Shanxi Province in China with the purpose to explore the variation of sophomore’s learning achievements through hypertext English reading based on Schematic Theory and Constructionist Theory. The results show that hypertext reading is beneficial to improve students’ learning, which is consistent with the conclusion that hypertext reading model is relatively a feasible and efficient way to improve students’ autonomous learning and achievement.
