「超本文」設計已廣為應用在網路電腦輔助語言學習。「超本文」設計與「線性文」設計的最大不同處是「超本文」學習環境中提供網狀學習及參考資料的連結，使得學習者能高度控制自己的學習。本研究主要目的是要探討在「超本文」及「線性文」學習環境中不同程度的學習者控制對電腦輔助語言學習之影響。作者設計兩套課程軟體教授學生英文，並進行前測、後測及學習態度問卷調查。 研究結果顯示以「線性文」學習的學生並未比以「超本文」學習的學生有更好的學習效果，此與以往對學習者控制影響的研究結果不符。此外，此研究中「超本文」學習環境中因學習者能高度控制自己的學習，使得學生有較好的學習態度與學習動機，以及較低的迷失感。從以上研究結果可以得到一個結論，就是在電腦輔助語言學習方面，允許學習者高度控制自己學習的「超本文」學習環境不比傳統的「線性文」學習環境差，甚至可能更好。

Hypertext instructional approaches have been widely applied to web-based computer-assisted language learning (CALL) instructional design. The major difference between a hypertext instructional approach and a linear text instructional approach is that a hypertext system has network branching capabilities and referential links, which allow learners high degree of learner control. This study investigated the effects of learner control on computer-assisted English language learning in a hypertext versus a linear text learning environments. The instruments used in the study include two versions of English learning tutorial programs, a pretest, a posttest, and an attitude questionnaire. The results of the experiment show that the students of the hypertext approach did not have significantly poorer learning performance than the students of the linear approach as found in the past learner control studies. In fact, the high degree of learner control in the hypertext approach leads to students' better learning attitude, and motivation, and even lower sense of disorientation. These findings suggest that, in computer-assisted English language learning, a hypertext learning environment with high degree of learner control can be as good as, or even better than a conventional linear learning environment.