Exploring WebQuests in EFL Writing Classrooms (original) (raw)
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The Effects of WebQuest Writing Instruction on The Writing Performance of Saudi Male EFL Learners
This study was conducted to find out whether there were significant differences between EFL students taught using WebQuest writing instruction, and those taught using traditional instruction. The participants, 14 Saudi male students, were randomly assigned into experimental and control groups. They were given a pretest and a posttest following the instruction. Findings indicate that the writing performance of students who were taught using WebQuest (the experimental group) was better than students who were taught using traditional methods (the control group) in terms of length, vocabulary and grammar. This study suggests that using WebQuest writing instruction can result in better writing performance.
The JALT CALL Journal, 2011
This study investigated how WebQuests, an internet based learning tool, affects fifth grade Saudi female EFL students' writing skills. The students, a total of 63 in three classes, were given a pretest prior to using WebQuests and a posttest six weeks later. Results indicate that the experimental group outperformed the control group. There were significant differences in favor of the experimental group in terms of vocabulary, grammar, organization, content, length, and total overall score. This study suggests the use of technology in foreign language learning can lead to greater writing achievement among students.
Journal of English Language Teaching and Learning, 2021
EFL learners’ low motivation and lack of sufficient prior knowledge can be regarded as the barriers that impede their success in presentation of high quality writing pieces. To solve the mentioned problems, some researchers suggest the application of inventive technology-enhanced instructions in teaching the writing skill. In this regard, WebQuest as a computer-based instructional model providing the already-selected website links can be proposed as an appropriate candidate. Hence, the very aim of the present experimental pre-test/post-test study was to address the effect of WebQuest-based instruction on Iranian undergraduate EFL learners’ achievements in their overall essay writing ability as well as their writing ability concerning the elaboration, focus, conventions, vocabulary, and organization sub-skills. To do so, 50 participants in the experimental group and 49 participants in the control group performed the WebQuest-based and the alternative tasks without access to the web l...
This article reports the results of an experimental study that examined the relative effectiveness of the WebQuest technological model in improving the English as a foreign language (EFL) writing proficiency of grade eight students in Lebanon and decreasing their levels of writing apprehension. The study also looked into the perceptions of the participants of the relevance and efficacy of using WebQuest as an instructional model. The study is based on the assumption that the WebQuest model provides an excellent opportunity for teachers to provide supplementary activities and materials that enrich the content and exercises of the regular EFL textbooks. The study employed an experimental pretest- posttest control group design whereby two intact classes were randomly assigned to control and experimental conditions. Descriptive statistics were calculated and a series of independent sample t-tests were conducted in order to address the questions raised in the study. Finally, a content analysis of the qualitative data was carried out to describe and concretize the respondents‟ perceptions of the WebQuest experience in the experimental group.The results of the study indicated that the WebQuest model proved to be more effective than regular process writing instruction in enhancing achievement and decreasing writing apprehension. In addition, the participants in the experimental group underscored both the importance and usefulness of using the WebQuest model in teaching EFL.Further research is recommended in order to determine the extent of the generalizability of the findings of the present study into other school contexts and across different grade and proficiency levels. Key words: EFL, process writing, WebQuest, writing achievement, writing apprehension.
The Effect of WebQuest on Writing Ability: A Case Study of EFL in Indonesia
AL-ISHLAH: Jurnal Pendidikan, 2021
This research aimed to find out students’ writing at vocational school YPPI Tualang and know how WebQuest improves students’ writing procedure text of second-year students at vocational school YPPI Tualang. This current study was experimental research which was held at the vocational school YPPI Tualang. The experimental research involved two groups of students; they were the experimental group and the control group. The research subjects were the second-year students of vocational school YPPI Tualang. The sample of this research was taken randomly. The experimental group that belongs to the experimental group included 20 students, while the students of the control group belong to the control group were 20 students. The researcher's findings included the research results: the experimental class's analysis results show that the mean score of pre-tests in the experimental class was 63.9. The mean score of the post-test was 77.4. Meanwhile, the control class's analysis resu...
article on The Impact of WebQuest and Gender on Writing Achievement Ghada and Ghazi.pdf
This article reports the results of an experimental study that examined the relative effectiveness of the WebQuest (WQ) technological model in improving the English for Occupational Purposes (EOP) writing proficiency of a cohort of English as a foreign language (EFL) learners who were enrolled in a certified university professional business program in Lebanon. The study looked into the question of whether WebQuest is perceived as a significant and efficacious teaching tool. The study is based on the assumptions that language instructors can use the WQ as a useful source of authentic materials that enrich the content and exercises of the regular English for Specific Purposes (ESP) textbooks. The study employed an experimental pretest-posttest control group design. Descriptive statistics were calculated on performance scores of learners in the control and experimental groups, and by gender, following which a Multivariate Analysis of Covariance (MANCOVA) test was conducted in order to address the questions raised in the study regarding the effect of the treatment conditions, gender, and the interaction between treatment and gender. The results of the study showed no WQI significant treatment effects, and no significant interaction effects of treatment and gender on writing achievement. It was also found that females outperformed males.
Incorporating WebQuest as an Internet-based Learning Device in EFL Writing Class
Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018). SCITEPRESS – Science and Technology Publications, 2020
This article reports the result of a study investigating how WebQuest as an internet-based learning device can be incorporated in EFL writing class which is section of a wider case study on Using WebQuest in Indonesian EFL writing class. Twenty-three EFL students enrolled in the course of Argumentative Writing and an English teacher at the English Education Department of Institut Agama Islam Negeri Palangka Raya Indonesia became the subjects of the study. The activities of teaching writing using WebQuest as an internet-based learning device in EFL writing class were as the data sources. The researcher himself equipped with research instruments; observation checklist, field notes, interview, and documentation, were used for the data collection. The collected data were further analysed to draw a conclusion. The results show that WebQuest could be incorporated in the activities of writing in Indonesian EFL writing class through WebQuest activity as the guideline in the process of producing essay by adjusting the writing process activities according to the guidelines in the WebQuest menu; introduction, tasks, process, resources, evaluation, and conclusion.
Developing Students’ Writing Skill By Using Webquest
Eksos, 2020
Many Polytechnic’s students are not interested in writing and lose their enthusiastic. They often have many basic mistakes in written works and get low scores when doing writing tests. It is very difficult for them to come up with ideas and organize these ideas using an appropriate choice of vocabulary, sentence and paragraph organization, and translate these ideas into a readable text. Based on that problem, therefore, the main objective of this research is to examine to what extent the use of webquest can develop the writing skill of POLNEP’s students and to identify the mistakes of students’ writing skill in terms of content, grammar, organization, vocabulary, and mechanics. This research was a Classroom Action Research (CAR) which was carried out at Business Administration Department of Pontianak State Polytechnic. The population of this research was the fourth semester students of Business Administration Department of Pontianak State Polytechnic in the academic year of 2017/201...
2018
It is a universally accepted statement that English is the easiest language to speak well but the most difficult to write well. A number of linguists have tried to contribute in their own ways to improve the writing skills at various levels of academics. However, these methods do vary from tutor to tutor. In the last couple of years, the advances of science and technology have taken a quantum leap in improving the academics. A WebQuest is one such format. A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites. Hence, one has lots of programs available that can assist one's language learning process covering all the four skills. This wellthought-out paper attempts to focus on the application of WebQuest in improving the writing skills in particular.
The Effect of Using the Internet on EFL Elementary School Students’ Writing
Journal of Education and Practice, 2013
This research analyzes the effect of using the internet on Arab EFL students' performance in English writing. The research design of this study used a pre-test/post-test to identify the influence of the internet on students' writing in English. The subjects were purposefully chosen from a private school in Irbid district in Jordan. They were instructed in the traditional way in the first semester and their writing was rated as a pre-test. In the second semester they were instructed using the internet as a mean of teaching/learning. Their writing was rated afterwards as a post-test to examine the effect of using the internet on their writing. The results showed that students' overall performance on the post-test improved significantly. The most significant improvement was on the use of vocabulary and the least was on the development of their paragraphs in general.