Web Based Language Activities-Experimental Class
Table of Contents
Section 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0 2.1 3.1 3.2 3.3
4.1 4.2 4.4
Content Establishing the content An introduction to the WWW and
web quests Short-term web quests Long-term web quests Learner
strategy in longer term web quests Reading and the WWW Strategies
for on-line reading The specifics of hypertext Opportunities and
challenges of web quest learning Cognition and meta cognition
On-line study skills for information literacy and research.
Teacher-centred design Teacher facilitated design Student-centred
design The evaluation of web quest tasks Conclusion and reflective
evaluation/future strategies for web use Appendices &
Bibliography
Page 1,2 3,4 3 3 4 3,4 3,4 5 4-8 5 5 5-13 5-13 5-13 9 10
10-15
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1.1: Establishing the context I am an English Language
instructor at the British Council in Abu Dhabi. The students are
made up of a mix of Emirati students and numerous other Arab
nationals as well as around 10 per cent of students from around the
world. This particular group of students are learning English as
the first part of a corporate training programme which will enable
them to complete the Etihad cabin crew training in English. I am
interested in using the art of web quests in my classroom as in my
experience they enhance learning and promote the acquisition of
language by natural and meaningful means. The classes I teach at
The British Council range from Elementary to Pre-intermediate
levels. The courses last for 136 hours and are developed as 50
intensive lessons of 240minutes each over ten weeks. The Elementary
level one class are currently working through Cutting Edge
Elementary, modules 1-4. This group will revise common words,
numbers, plurals, the alphabet, pronouns, possessive adjectives,
greetings, the verb to be, personal information vocabulary, present
simple, favourite things vocabulary, jobs, family vocabulary,
activity verbs, adverbs of frequency and vocabulary relating to
likes/dislikes, films and celebrity. There are 5 students in this
class and they are all local. The Pre-Intermediate level is
currently working through Cutting Edge Pre-Intermediate as well as
an ESP cabin crew manual. They are covering modules 1-10 including
lexical items relating to holidays, travel, first aid and health
and safety. Cutting Edge is accompanied by digital content which
supplements and consolidates the learning from each module. The
digital content includes presentation material which we use on
Interwrite IWBs and ceiling mounted projectors. It has built in
speakers and acts as a dual solution, as there is a whiteboard as
backup in case the technology fails. We currently use this mainly
as a presentation tool, although we also use it to play web based
listening and video activities, and all activities are supplemented
by web quests on the Longman website
www.pearsonlongman.com/newcuttingedge.
The British Council prides itself as being at the forefront of
online learning resources with resources such as www.go4english.com
and www.learnenglish.britishcouncil.org. However, the focus of this
essay will consider how we can enhance our web based language
learning activities, II suspect that this may integrate well with
our current technological situation and it could potentially add
value to the Communicative Language Approach as it provides an
array of authentic material which can both be moulded around
learner needs, and also provides rich content that enhances
communicative competencies. This essay focuses on the effective
design of web inquiry tasks for language learning. Within this
title, I will introduce web quests and explore both their benefits
and challenges; this will be used in lessons to supplement the
content of textbooks with web quests and reading activities that
provide real world, dynamic content designed for use at a variety
of skill levels. One aspect of this goal is to help students become
autonomous and motivated learners through the development of
study,
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research skills and critical analysis. The secondary goal is
integrating the use of the WWW with classroom learning and personal
practise. In the following sections I will provide an overview on
web quests; what they are, their structure, and useful resources
one can use to design their own. Later in the essay, I will look
into the benefits and challenges of using web quests, and explore
the similarities and differences between reading printed materials
versus reading on-line. Section two will then explore in further
detail how this combines with second language learner strategies
and the study skills required to facilitate learning. Section three
will look at design options. Section four will evaluate the
successes and failures of implementing web quests in class and will
make recommendations for moving forward with them in future. 1.2 An
Introduction to the World Wide Web and Web quests Web quests were
introduced in 1993 by Bernie Dodge, a professor at San Diego State
University. He defined a Web quest as an inquiry orientated
activity in which some or all of the information comes from the
Internet. A Web quest provides students with a list of Web sites as
a starting point for gathering information and then establishes
tasks that involve gathering and using information purposefully.
This then serves as an authentic task within a socially constructed
environment where target language is produced as part of
constructing a final product or presentation. The desired learning
effects include learning through authentic tasks, negotiating
meanings and making group decisions through group interaction in
the target language, constructing knowledge of a particular subject
and partaking in learner centred and group centred activities.
Furthermore, whilst participating in such activities, students
activate critical thinking skills which involve sifting through web
resources, synthesising information, creating their new product,
relating information read to the task, arriving at group decisions
and developing their particular role within the web quest.
According to Blooms taxonomy analysis, synthesis and evaluation are
classed as higher-thinking skills which involve developing and
deepening both knowledge and understanding.
In summary, through web quests students confront real world
issues, they negotiate meaning of a central question that needs
answering whilst taking on roles that help them to develop such
expertise. Furthermore, a real audience is created and feedback can
be given from both the individuals reflection, peers and the
teacher. Web quests are rooted in learning theory and are based
upon elements of cognitive psychology and constructivism (they
construct their own meaning from connected prior knowledge and
experiences). The teacher is able to guide the thinking process
through good planning, prompts and scaffolding. The students work
in co-operative groups to transform the knowledge and information
(using higher order thinking skills) to create their own
product.
One of the disadvantages to using web quests in class is that
they sometimes reduce the amount of teacher and student
interaction. Students may get lost whilst navigating the web and
the language may not be appropriately graded to the students level.
Furthermore, the students may not have the technical skills
required to complete the task. They may need to pick out useful
information which may be difficult if they lack the necessary
higher order thinking skills.
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Webquest.org (http://webquest.org/index.php) provides
comprehensive information about web quests. It provides everything
from theories to implementation tips and resources. Quest garden
(http://questgarden.com) is a useful tool which helps teachers to
create their own web quests and host them on the internet.
Web quests combine group activities with an end goal. For
example, creating a document that collects, summarizes, and
synthesizes information gathered. This could take the form of
writing a report, giving a presentation, filling out a
questionnaire, or creating a Web site. The tasks can be simple,
short-term, and direct like the Beginner level web quest(ordering a
meal from an on-line menu/ answering questions in a quiz treasure
hunt style) or more complex and long-term (planning a vacation
abroad).These are more likely to be longer term web quests such as
the Pre-Intermediate web quest where the instructional goal was
extending and refining knowledge (Marzano, 1992) through the
creation of a presentation.
Typically web quests are structured into an introduction, a task
that is achievable and interesting task (this clearly states what
is supposed to be accomplished), a set of information sources that
are needed to complete the task, a description of process (how to
go about it), guidance on how to organise the acquired information,
and a conclusion that brings closure to the quest. An example of
this structure can be seen in the web quest in Appendix 1. In
longer term web quests the learners also negotiate group
organisation, roles, the task approach, sharing, and research;
planning and production of the final outcome; display of the
information; reading of shared outcomes; personal evaluation of the
task, and collaborative processes and awareness of strategy uses.
Examples of these structures can be seen in Appendices 1 and 5.Web
quests can be student-oriented (often including CLT activities such
as role play, interviews, information gaps, games, surveys and pair
work) and also collaborative, in that students are engaged in
constructivist activities that result in shared learning
experiences and new knowledge based inquiryoriented language use
and Web research skills. They combine both authentic tasks with a
scaffolded learning structure and internet resources. This develops
not only individual expertise but also group participation in a
process that transforms newly acquired information into a deeper
understanding
Web quests can be student-oriented (often including CLT
activities such as role play, interviews, information gaps, games,
surveys and pair work) and also collaborative, in that students are
engaged in constructivist activities that result in shared learning
experiences and new knowledge based inquiry-oriented language use
and Web research skills. They combine both authentic tasks with a
scaffolded learning structure and internet resources. This develops
not only individual expertise but also group participation in a
process that transforms newly acquired information into a deeper
understanding.
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Savery and Duffy (1995) argue that, puzzlement is the stimulus
and organiser for learning. Brooks & Brooks, 1999 similarly
argue that a teacher can challenge students by posing
contradictions, presenting new information, and asking questions,
encouraging research, and engaging students in inquiries designed
to challenge current concepts. The idea underpinning this concept
is that the open-ended questions engage the learners prior
knowledge and stimulates curiosity that then inspires further
investigation, resulting in a better understanding of the lesson
material. Web quests should be designed to make the best use of
students time and efficiency. This time boundary also aids the
students in organising and structuring the use of their time more
effectively encouraging efficiency. Finally, the conclusive stage
of the web quest should help students to reflect upon their own
cognitive and meta-cognitive learning strategies.
Implementation of Web Quests In Two Different Level EFL classes
at The British Council , Abu Dhabi Introduction and Task In the
Beginner web quest we have already covered the lexical items in the
web quest using Cutting Edge Beginner We have also spent the
previous module using positive, negative and question forms of both
the verbs to be and to do. In the web quest quiz the question forms
that form a reading quiz should be familiar to the students.
Furthermore the celebrities chosen are figures that they are
familiar with who have previously been discussed in class. The
students are given a specified task sheet to complete.
Clear objectives and instructions i.e student process to find
the answers This is to focus them on the questions that they have
to find the answers to. Through the combination of remodelling the
target language and vocabulary and the negotiation of the meaning
verbally whilst discussing orally and in writing on their task
sheet I am aiming to improve and extend the knowledge and language
that the Beginners already have. They will for example ask each
other for answers. However, to do so, would have to say something
along the lines of where is Sheikh Khalifa from... Abu Dhabi or Al
Ain? These are target question forms and lexical country items
which I will elicit using the web quest.
Process and resources I hope to do this through the use of the
five criteria for effective scaffolding (Applebee, 1986) which
includes the students ownership in their contribution to the
activity, the appropriateness of the task (for example this web
quest builds upon what the class have previously learnt in Module
1, whilst also challenging them and stretching their learning
further), a structured learning environment (the fluidity from the
textbook to the web quest provides a natural sequence of thought
and language to
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be used in the task, the previous frame of reference from the
lesson adds structure as does the time limit of the task) and
transfers control and responsibility of learning to the students.
This combines well with the process and structure involved in the
planning of a web quest and how it is structured to scaffold,
support, encourage and stretch learning. Due to the level of
proficiency within this group I opted for Scrimshaws (1993:169)
hypertext network A. I did this to make it easier for the beginner
class to locate information that was graded to an appropriate level
and in order to control the density of information. I realised that
navigating and reading the web would be difficult due to poor
reading skills and the fact that the text is and scrolled
differently in Arabic, I therefore made it impossible to click on
anything other than the appropriate text.
Evaluation The efficiency of the web quest was measured using
the relevant Cutting Edge end of module test. All of the ladies
scored over 45/50. It was also evaluated using a web rubriq for
which the criteria included use of the target language, ability to
understand authentic text, strategies used to aid comprehension,
standard of written and oral output produced. Each of these were
given a score in each of these areas between 1 (poor) to 5
(excellent).
Conclusion In the Pre-Intermediate web quest the degree of
scaffolding was far less as these students were fairly autonomous.
However, they had previously encountered the lexical vocabulary
required, will and wont, going to, planning to, would like to and
would rather prior to being asked to research and plan their ideal
holiday. This was much more Scrimshaws (1993:169) Network C where
students had far more freedom and autonomy to plan their perfect
holiday. They were asked to research different hotels that they
would like to stay in and chose three different countries for the
following two week period. They then had to present their findings
to the class and find out their colleagues plans. At a later point,
after testing, I realised that I could develop their understanding
further, I asked them to present their findings in the form of a
webpage and presentation. They are still working on these.
Evaluation of web quests Rubrics are used as a tool to evaluate
web quests. They can be applied to a variety of teaching situations
and help teachers to take advantage of possibilities and challenges
which may be inherent in the format of the web quest. They maximise
the planning and design of an effective learning environment for
students and help teachers to pinpoint the ways in which they can
optimise the functionality and stages of the web quest. This web
quest rubric was created by Bernie Dodge can be found at
http://webquest.sdsu.edu/webquestrubric.html Rubrics are used to
design appropriate learning opportunities that apply technology
enhanced learning strategies to support the diverse needs of
learners; to identify and locate technology resources and evaluate
them for accuracy and suitability and plan the management of the
technology within the context of the leaning activities, use
technology is used to support learner-
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centred strategies that address the specific and diverse needs
of students and develop students higher thinking skills and
creativity. Rubrics can also be used to evaluate students success
in the web quest. For example, if the student were doing a
presentation the possible dimensions for the rubric could be;
understanding and internalisation of the past simple, voice
projection, body language, grammar, pronunciation, organisation.
Once the dimensions are selected benchmark descriptions are
written. There would then be possible dimensions to each
benchmarked descriptor. Examples of these can be found at
http://edweb.sdsu.edu/webquest/webquestrubric.html
1.3Reading and the Web
One of the weakest areas for many students is reading. Reading
lessons can be experienced as dull by students. Students often lack
the interest and motivation in the prescribed texts. Furthermore,
they sometimes have not yet developed adequate reading strategies.
Whilst reading The Reading Matrix (Anderson, 2003) Andersons 38
items that measure Meta cognitive reading strategies were of great
interest. These strategies were grouped into three sub-categories;
global reading strategies, problem solving strategies and support
strategies.
(Anderson, 2003) explains that the reading process should be an
active fluent process that involves the reader and the reading
material in building meaning. This quote summarised all of the
elements depicted by Bernie Dodge in his description about web
quests, and how the best learning activities are those in which
students work together to negotiate meaning, focus on a specific
task, engage in higher level thinking skills that involve taking a
stance on the merits of something and gaining a new and deeper
understanding.
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The internet has entered L2 classrooms faster than books,
television, or any other forms of communication technologies
(Coiro, 2005; Leu, 2002). It has changed literacy skills and
students require new comprehension strategies to read and learn
from texts on the Internet (Coiro, 2005; Schmar-Dobler, 2003).
Foltz(1993) found whilst comparing paper reading with hypermedia
and multimedia that readers use the same types of strategies in
these three areas. However, readers used more heuristics and
signals to guide themselves through the textcoherently than they
used when reading print. Foltz concluded that coherence is key for
hypertext reading material. Foltz (Foltz,1993) also did a study on
labelling reading strategies used by EFL learners within an on-line
reading environment. He used both qualitatative investigation
(think aloud strategies; Elshair, 2002) and also quantitative
analysis (I.e. questionnaire, Anderson, 2003). The outcome of his
study was that readers naturally transfer reading strategies
between the different mediums (Elshair, 2002).
The teaching implications of Elshairs study were that it is
important to teach text-related and web-related strategies in
on-line reading texts. In relation to Andersons study (Anderson,
2003) which looked into on-line EFL reading strategies through an
on-line survey (OSORS). OSORS consists of global reading
strategies, support strategies and problem-solving strategies.
Anderson (2003) asserts that the strategies outlined in OSORS can
help to promote L2 readers on-line reading abilities and recommends
that teachers incorporate strategy awareness and training
components in launching online tasks. The use of reading strategies
in second language learning have been recognised as an important
way to enhance reading comprehension (Anderson,1991).
READING STRATEGIES TOP UP AND BOTTOM DOWN Reading strategies are
normally described as top-down or bottom up in nature. The top-down
are the strategies used to predict text content, construct a goal
for reading, and self-monitor the process are described as either
general strategies (Block, 1986) or global strategies (Sheorey
&Mokhtari). Bottom-up strategies are strategies which readers
use to understand specific linguistic units; they are called local
strategies (Block.1986; Block, 1992). Global strategies are
intentional and carefully planned by learners to monitor their
reading. These are the types of strategies readers use when the
text gets difficult and include; guessing the meaning from unknown
words, adjusting ones reading rate, visualising the information
read, rereading the text to improve comprehension, and resolving
information which is conflicting etc. Support strategies are used
to help comprehension and include using a dictionary, taking notes,
highlighting textual information or translating from the mother
tongue to the target language (Huang, 2009).
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The Value Of The Material When Reading On-Line? Wallace (1980)
explores the sub skills employed when working with authentic texts;
locating information (the resource), reading with a purpose,
surveying the title, surveying the book, surveying the chapters,
scanning, determining text structure and dealing with graphic
information. The styles of reading are similar to those described
by Pugh (1978) and Lunzer and Gardner (1979): receptive reading
(when a reader wants to enjoy a short story), reflective reading
(the reader pauses and reflects back), skim reading (the reader is
getting a global impression of the content of the text, scanning
(they are looking for specific information), intensive reading
(they are looking carefully at the text, perhaps studying lexical
items).We use the same skill set with on-line reading. We skim read
when we browse for titles, introduction, conclusion, headings,
general contents and visual or audio on-line cues. The only
difference is that we skim by the process of navigation via
screens, links and scrolling. That said the importance of defining
and judging the quality of the electronic information is a further
required skill (Ciolek, 1997).It is important to develop
decision-making strategies about the text and its content. Skimming
and scanning will help to divulge the relevance of the information
but also its validity. Clues to authority of text should be
debated: publications ranging from those that have a personal
writers preference or experience or are they a subjective
evaluation? (Salute, 2002). A key to textual authority may be the
situating of the text in relation to a wider context; this could be
through bibliographic referencing or through debate in other
works.
1.4 Reading and the Specifics of Hypertext
Hypertext allows us to write texts in a three dimensional way.
Slaouti (2002)discusses the metaphor of the book which we turn from
top to bottom as we scroll down a screen. But points out that we
have another tool to access other sections of our metaphorical book
called hyper textual links. It is important to be aware of the
multidimensional way that texts may work.
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Furthermore, the reader could read the hypertext in different
ways depending on the links that they choose to follow. The choice
of links attached to each other means that the reader has to make
decisions regarding the importance of the link status as well as
its global relevance to the lesson or skill. This can be harnessed
by critical awareness of the status of the link and its relevance
to the current mode of reading (reflective reading, receptive
reading, skim reading, scanning or intensive reading) and its
relevance to our purpose must be developed in learners in order for
students to develop the necessary skills for autonomous study.
Learners need to achieve a sense of control by using critical
skills and being self-aware of successes and failures. This can be
developed through reflective practise. Chambers (1999:161) suggests
that we help learners to develop the key skills of self
interrogation, an ability to monitor and make effective task
analyses to obtain a higher level of information processing.
1.5 Opportunities and Challenges of Web quest learning
The World Wide Web brings relevant and authentic content to
Language learning activities. It has increased the variety of
resources for language learning materials. According to Chun and
Plass (2000) the features of the World Wide Web has the potential
to enhance language learning through universal availability of
authentic materials, communication capabilities, through
networking, multimedia capabilities, nonlinear hypermedia
structures of information. In addition to this, the way we use the
web is consistent with learning theories concerning how to read
authentic materials. The on-line environment helps us to take
advantage of a vast amount of images and hypermedia functions to
attach text and images to a particular task. Visual aids have been
found to be effective as organisers and also in helping to build
background knowledge specific to a particular text, it facilitates
contextualisation of what is being read (Omaggio, 1979). Images
such as cultural images can be used to intrigue and elicit
curiosity. They can also encourage student prediction by asking how
illustrations might relate to the text (Barnett, 1989) On the other
hand, Chun and Plass (2000) also state that, the use of networked
environment for learning in general and for second language
acquisition in particular, raises many questions regarding the
design of these environments that differ from the traditional
design of print. Furthermore, there are also limitations on
interactivity and bandwidth. The hyper-linked structure along with
the way the information is presented on the Internet can cause
students to get lost. Often we have no control over the content and
accuracy of the information. In addition to this the capability of
using the Internet pre assumes reader judgement, a certain level of
proficiency in the L2 language and critical reading skills.
2.1 On-line Language Reading Skills And Strategy Use of L2
Students
Skimming Skimming is used to quickly gather the most important
information, or 'gist'.
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Examples of Skimming:
The Newspaper Magazines Travel Brochures. Hypertext along titles
etc.Scanning
Scanning is used to find a particular piece of information. Run
your eyes over the text looking for the specific piece of
information you need.
Examples of Scanning
The "What's on TV" section of your newspaper. A
schedule
The Pre-Intermediate web questWe often wonder in the classroom
why certain students learn efficiently and naturally, whilst others
are slower learners. This raises the question of the role of
learning strategies and techniques that enhance second language
acquisition and whether they can enhance the performance of weaker
students.
Brown and Palinscar (1982) classified learning strategies as
meta-cognitive or cognitive. Metacognitive strategies involve
thinking about the learning process, planning for learning,
monitoring the learning while it is taking place and
self-evaluation of learning after the activity. Cognitive
strategies are more directly related to specific tasks or learning
objectives. These strategies involve manipulation and
transformation of the material to be learned. There is a third type
of strategy referred to in literature as social-affective by Mc
Donald (1979) which found that students who trained to use a
co-operative learning strategies for reading outperformed those who
worked individually. When providing reading activities via
hypertext this is really interesting and should in theory enhance
student comprehension and performance in my classes.
O Malley, Russo and Chamot (1983) researched the use of
strategies in second language acquisition. Comments from the
student interviews revealed students conscious use of strategies in
their efforts to learn English. The meta-cognitive strategies
students were consciously using were advance organisers, directed
attention, selective attention, selfmanagement, advance preparation
and self-evaluation. I have given my students a similar
questionnaire to help them develop both cognitive and
meta-cognitive awareness ( please see Appendix 7).
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When reflecting on cognitive strategies in our post-task
reflection students agreed that they used repetition, resourcing,
directed physical response, translation, grouping, note-taking,
deduction, recombination, imagery, remembering key words,
contextualisation, elaboration, inference and transfer. They were
given the same list of skills from O Malley, Russo and Chamot
(1983) researched the use of strategies in second language
acquisition to help with the activity.
The social-affective strategies they used were cooperation and
questioning for clarification.
The study found that intermediate level students reported using
meta-cognitive strategies more frequently than the beginner level
students. This may have been indicatory of the needing a certain
level of proficiency in order to reflect upon their learning
styles, plan for learning opportunities, and make comparisons of
their output to that of a native speaker. Both groups favoured
repetition as the most frequently used strategy. Students were more
hesitant to use strategies that required them to understand the
meaning of the word. This implies that they could be more effective
if they were trained to use these additional strategies. An
Internet based approach to task based or project learning also
requires the teaching of specific skills required to conduct
research. Jordan (1997) lists his ideas on the study skills
required within various study situations. He thinks that the use of
the WWW as an information source might be seen to fall within the
activities of private study and reading and fall within the domains
of using reference materials, essays, reports etc. Jones (1996)
considers how we develop information literacy and critical thinking
skills that enable us to synthesise and then create new
information. Therefore we need the skills to successfully exploit
the WWW, its texts and its tools. For instance in Mc Kenzie (1995)
Interactive Research Cycle the different stages of the research
process used with her advanced language students included
questioning, planning, gathering, sifting, synthesising and
evaluating. Using the Internet for language learning requires a
variety of searching skills. For example, knowledge of different
search engines and how they work, whether they are in lower or
upper cases, knowledge of HTML and web searching.
3.1 The Effective Design of Web quest Tasks for Language
Learning Furstenberg (1997) suggests that student tasks should
exploit the associative nature of hypertext/hypermedia so that
students can collaboratively discover and construct new connections
which they combine as a coherent whole. She sees the role of the
instructor and web designer as that of designing tasks that enable
students to tell us what they have seen, learned, understood and
that enable students to work collaboratively to create valid
arguments, contexts and stories that they can support illustrate
and justify. Martinez-Lage, 1995; Zamel, 1992 and Warshauer
recommend that activities should be experiential and goal
orientated and that tasks should be consistent with situated
learning. Brandl describes three different models on how learning
tasks could be designed and discusses a variety of factors such as
curriculum, pedagogical approaches, the learner needs, student
proficiency levels, and technological challenges that could affect
the design of these materials. These designs are based on the level
of the teacher and student involvement, the scope of the learning
environment, the learning processes and tasks and the different
ways in which one could explore reading
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materials. He also demonstrates how lessons can be orchestrated
with varying degrees of teacher involvement, learner autonomy and
authentic exploration of internet based materials. Brandl (2002)
describes how the design of such lessons can either be teacher-
centred (where teachers take a central role in controlling the
content and learning tasks) or student-centred (where the teachers
role is as facilitator and designer and to guide the learner).
In Appendice 1, my first lesson plan is teacher-centred and in
Appendix 5, my second lesson plan is student-centred. Ommagio
(2001) had the idea of moving from a teacher-centred to a
student-centred approach and assigning students increasing
responsibility in taking charge of their own learning. This
promotes development of learner independence and autonomy and
follows the principles of communicative language learning
(Ommaggio, 2001). In Brandls first approach the lesson design is
teacher-determined. This means that the teacher pre-screens and
selects cultural readings from Internet based resources then
designs comprehension questions which are made available through
the teachers webpage. Pedagogically this design allows the teacher
to grade the contents and tasks to the proficiency level of the
students. Learning is scaffolded by guiding the learners through
the texts. The tasks support the comprehension process by focussing
on textual, linguistic and cultural elements. See Appendices 1 and
4.In the beginner web quest, I have attempted to support students
with the decoding and recognition of vocabulary by using hyperlinks
to provide a pictoral glossary to promote more fluent reading and
enhance comprehension of the Texts (Davis, 1989; Martinez-Lage,
1997). The advantages of Internet based reading activities over
traditional print activities are that learners get to explore
authentic reading materials outside of class at their own pace and
this provide time for communicative learning activities in class.
Also, the on-line environment provides us with an array of images
and hypermedia functions to attach text to a reading which then
facilitates understanding. In Brandls second approach, the lesson
design is teacher facilitated. The lesson is designed around a set
of learning tasks that engage the learners in exploring reading
materials in their authentic environments. The teacher determines a
particular topic and a set of goals for their lesson. For example,
planning a holiday (Please see Appendix 6). The website and content
are pre-screened by the teacher and through a particular task
design the teacher is able to facilitate the students reading
process and guide the students through pre-selected resources which
provide a clear goal to be accomplished by the students. The tasks
must not be too broad as the students may get lost or wonder
aimlessly. At the same time the tasks should be open enough to
provide multiple paths, outcomes and interpretations that form the
basis of subsequent classroom interaction (Furstenberg, 1997). In
the second approach the teacher controls all navigational scope and
the number and types of sites that the students can access. The
task types normally include comparisons, descriptions and short
summaries. The outcome of the assignment is clearly defined yet
still open-ended. An advantage of the design of the second approach
is that it integrates authentic materials especially with regard to
the availability of non-linear resources (Cutting Edge
PreIntermediate). This approach is well suited for beginner to
intermediate levels and facilitates the exploration of selected
materials when close intervention isnt needed to ensures
comprehension. However, the abundance of information can be
negative if not controlled.
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Other difficulties include problems in navigating the structure
of the hypermedia, cognitive overload, and that each hyperlink is
connected to new information and an unfamiliar environment. The
learner must decode not just the different structure of information
but also the basic vocabulary and syntax itself (Chun & Plass,
2000). Furthermore, when pre-screening, selecting and designing
sites teachers need to keep a close eye on the linguistic
complexity and cognitive and meta-cognitive skills used in
processing instruction materials. Teachers need to control the
navigational scope so that students dont get lost or overwhelmed.
There is an opportunity for teachers to build student confidence
both through language and also through familiarity of the literacy
required to perform autonomously within the academic environment.
Benson (1997) refers to the notion of control and how this can
encourage autonomy. He discusses the control over the management of
learning, control over content of learning and also control over
resources. Technologically development of teacher facilitated
approach and design are minimal. Although pre-screening and
selection of sites can be time consuming as can checking the
functionality of the links.
Finally, the assessment criteria need to take account of how the
students will be evaluated. The timing of the task needs to be
controlled which makes this approach well suited to short term web
quests which would suit intermediate levels and above. The third
approach that Brandl outlines is the learner-determined approach.
This integrates Internet resources that are entirely
learner-centred. Learners determine topics, reading materials and
how to go about exploring readings themselves. They decide on the
process, the product and formulate goals, resources and outcomes.
In this approach, the student becomes a self-directed and
autonomous learner. This approach is based on the theory behind
project based learning which Stoller (1997) describes as
cooperative rather than competitive, leading to authentic
integration of skills and processing of information from varied
sources, culminating in an end product. Holec (1981) is quoted,
autonomy is the ability to take charge of ones learning. This is a
skill to be acquired by natural means or in a systematic or
deliberate way. He goes on to say that learners are responsible for
deciding what is to be learned, when, how and in what order, and by
what means. It is also their responsibility to set their own goals
and measure the degree to which they have been successful in
reaching them. According to Chun and Plass (2000): Constructivist
approaches to learning advocate allowing learners not only to
interact directly with the information to be learned, but also to
add their own information and construct their own relationships.
With the student cognitively engaged in seeking answers, making
generalisations, testing hypothesis and taking a major role in
planning and negotiating course content, the students become active
contributors to their language learning instead of passive
recipients of knowledge. The project-based approach is mostly
suitable for intermediate and advanced language learners. On a
technological note, the teacher will need knowledge about web
browsers, search engines and their effective use. Within
teacher-centred approaches Brandl offers pointers on potential
pedagogical and instructional design issues that need to be taken
into account to ensure a successful learning experience for the
learner. I have included these points in a pre-web quest planning
sheet.
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4.1: The Evaluation of Web Quest Tasks, Post Web Quest Thinking
and Strategies for Language Learning In order to evaluate the
efficiency of the web quests I decided to use both quantitative and
qualitative analysis. For qualitative analysis I used a
questionnaire and a group interview/skills development and feedback
session. For quantitive analysis I used a web-skills questionnaire
from (Slaouti, 2002) Post-task reflection. The results can be found
in the appendices under post-task reflection results.
Much of the literature (Konishi, 2003; Anderson, 2003) on
internet usage in the EFL classroom discusses the close correlation
between strategy use and increased proficiency in a second language
for the L2 learner. When the pre-intermediate class started their
web quest task they started their search with a particular
strategy. They then revised their cognitive strategies as they
continued to work through the task. At the end of the task we
discussed and evaluated the cognitive strategies that the group
used to effectively locate information. In doing this activity the
group reflected of their learning process and meta-cognitive
strategies. We looked at areas of success and also areas to be
improved upon Konishi (2003) and Anderson (2003) both argue that
for learners to fully exploit authentic texts offered on the Web;
they need to develop such strategies. Oxford (2003) states that
teachers can actively help students to stretch their learning
styles by trying out some strategies that are outside of their
primary style preferences. They need to reflect upon their strategy
use, what worked, and what didnt? With experience meta-cognitive
strategies develop and learners benefit from being aware of these
strategies.
In Appendix 1, my first lesson plan is teacher-centred and in
Appendix 2, my second lesson plan is student-centred. It is
difficult as a first time web quest designer to know where to start
in my evaluation of how effective my web quest lessons were. As a
starting point I used Tom Marchs ideas on real, rich and relevant.
He explains in his article of Association for Supervision and
Curriculum Development how providing a new compilation of facts
does not necessarily imply that the facts have been processed
(Scardamalia and Bereiter, 1999). However, he goes on to say that
making sense of a topic of interest ensures that they are! Tom
March argues that the personification of particular viewpoints
provides different and varied perspectives from which to reflect on
how the presented knowledge can be obtained and applied in everyday
situations (Stein, 1998). I feel that this is a good way of keeping
web quests rich. He quotes (Bransford, 1985) providing them with a
problem where they have to find a solution and use their critical
thinking skills to develop new concepts keeps the web quest
real.
Finally, he discusses relevance and even suggests that asking
students for their personal perspective in predicting future
outcomes helps to keep the task both relevant to the individuals
and real.
In terms of evaluating my web quest lessons I gave my
pre-intermediate students a copy of the web quest rubric from:
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http://webquest.sdsu.edu/webquestrubric.html and asked for
feedback and comments in a separate study skill counselling
guidance session. The evaluation was divided into six sections
which included overall aesthetics, introduction, task, process,
resources and evaluation. To ensure that the students grasped all
categories of the rubric these discussions were conducted in Arabic
and English. Overall for the beginner class the students gave the
lesson a rating of 43/50. In their feedback comments in the session
they explained that the overall visual appeal wasnt engaging
although the introduction was, navigating in English was difficult
and they didnt know where to click for the linked information, the
links didnt look great as there was some mechanical problem with
the HTML. However, they found the task to be fun and engaging and
were able to write a list of skills and strategies used in both
reading and writing tasks. They found the task to be motivating and
well connected to the relevant skill-set and lesson aim. During the
allocated reflection time they were able to see the scaffolding
process and thought it was a rich way for them to understand
language and reconstruct it. They felt that the resources were
relevant. However felt that Arabic translation would have made it
easier and that the clarity of the evaluation criteria was clear.
The Pre-Intermediate class gave the lesson a rating of 49/50 and
said: at first this was so difficult but now I understand the
holiday brochure and I can stand up and talk about travel. They
loved the interactive process of working collaboratively together.
At first the staging wasnt clear and they didnt understand the the
underlying motive. They explained they are happy with what they are
able to do and they can clearly see what they have achieved, for
them this is really motivating. However it would have been helpful
if I had pre-taught the reading vocabulary. Both groups were able
to write a list of skills and strategies that they used in on-line
reading activities. Furthermore, the students who performed well
talked the class through their meta-cognition in the counselling
session and they all wrote down a few goals on how they plan to
improve.
Conclusion
As students learn pedagogical theory they are given an incentive
to learn. While students negotiate the meaning of the task and make
sense from the ideas which they communicate and synthesise to
others, they also get involved in using critical thinking, problem
solving and language learning.
At different stages within web quest students make new
connections which enrich their understanding of the target language
in an authentic manner. They work in groups both individually
within their particular research role, and also cooperatively as a
group to build and produce knowledge building upon their previous
knowledge, language levels and abilities.
Before producing a web quest, students have engaged with a
number of issues in relationship to teaching and learning with
technology, including information literacy, the ability to
identify, locate, evaluate, and use information for a problem at
hand. Because the Internet is unpredictable, students investigate
how to find trustworthy resources and they build guidelines that
distinguish complex educational resources from those that are less
complex. Students have listed such criteria as information
retrieval, interactivity, and publishing capabilities in their
evaluation of "good" websites. As users, they want a voice in
the
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learning process as well as control over their pace through a
site. Brandls approach to scaffolded task- based learning allows us
this flexibility within our approach.
Good points to incorporate into future web quests:
In terms of incorporating these strategies at The British
Council, the results show that the feedback from the
pre-intermediate class was far superior to that of the beginner
class. I think for now it is probably wise to stick to the
pre-intermediate Cutting Edge Web Quests.
It is important to encourage interactive groups in the
classroom-this enhances the supportive learning environment in
class and also the learning environment. Vygotsky, 1978 believed
that critical thinking and language skills can be enhanced through
interaction with other students. In the web quests we set students
tasks in groups of four. The purpose of setting these tasks was to
accelerate their writing and negotiation of meaning for their
presentation in order to stimulate critical thinking. Furthermore,
students are encouraged to share their reading strategies together
and co-operate together to make sense of the text.
Appendix 1: Beginner Lesson Plan Class Composition: The class is
made up of five Emirati ladies. Their English is beginner level.
Teachers Main Aim: Revision of present simple. Teachers Subsidiary
Aim: Revision of lexical items nationalities, family, hobbies,
food, directions
By the End of this Lesson Students will have written a letter to
a new friend using all forms of the present simple and will be
familiar with different nationalities. Assumptions: Students have
already learnt the present simple in class. Students know how to
search for information on the internet. Students have critical
thinking skills. Materials: A letter from my little brother that
elicits use of negatives and question forms from the reply. Cutting
Edge Beginner.
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The Web quest. Cutting Edge: Likes and dislike speaking activity
photocopy. Skill Reading Reading for gist Skimming Scanning
Reflective Listening Comprehension Pre-listening task-have you got
a pen friend? What is he/she like? Fill in the blank sheet. What do
you think you might hear? While listening activities: fill in the
blanks/text construction Post-listening activity 4.1 Nationality
Web quest Searching the internet for information/
skimming/scanning/evaluating/ Re-creating 4.1 Write about what you
heard 4.2 Write a reply planning, revising, structuring and
organising, producing. Correcting and proofing. Cutting Edge, likes
and dislikes As a group 30 mins Task What is the letter about?
Which tenses does the writer use? Why? In pairs answer the
questions 15 mins Time Lead in/warmer 15 mins
Writing
Write a letter to..
30 mins
Speaking
Interview your classmate on their pen friend feedback to the
group on their likes and dislikes.
15 mins
Anticipated Difficulties 1. Students may not know the counties
from the flashcards. 2. Students may have difficulty in predicting
the content of the listening and be unable to form a schema. 3. The
students will struggle to discuss the task in English because their
language is extremely limited 4. Some of the activities are quite
ambitious for beginner level 5. Ss may not remember some of the
vocabulary previously studied due to long break 6. SS may have
forgotten present simple for routine
Solutions If they do not know, clues can be given to help them.
Tr will become facilitator and prompt the students to enable them
to fulfil the task. Tr will pre-teach the language required To
discuss. I will break the instructions down and concept check
regularly. Flashcards of vocabulary Tr will remind them of
he/she/it
Appendix 2: Web quest design checklist Design Feature TF: Does
the design justify the use of its medium? Are the reading materials
and learning tasks appropriate to the students level of
proficiency? Yes Yes the links are there to stimulate interest and
provide visual cues to help understanding. Initially I would have
said No
Now however, I would say that the links to the sites provided
links that were far too advanced for the students. Furthermore, as
with a normal reading I should have pre-taught the vocab.
yes.
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Do the activities engage the learners in real world and
meaningful tasks as well as in a variety of skills (communicative,
reading, cultural exploration, writing)
How do students Demonstrate what they have learned? Are all of
the instructions clearly stated?
Yes, the lesson engaged the students with them working together
to find answers and complete the quiz. The questions were tailored
to be of cultural interest to this particular group. Post activity
they drew up a list of all of the skills that they used and the
various strategies used to find and locate information. Students
wrote to a pen pal telling them about what they do in class and who
they learn about in cultural quizzes.
At the time of designing the quiz I would have said yes.
Now I would say that everything needs broken down and concept
checked. I would also say that there are supplementary study skills
required for this type of study. For instance, students found it
difficult to select which information was useful from the the
hyperlinked texts.
Are all of the hyperlinks functional?
All the hyperlinks were functional. However, we were on wireless
connection and half way through the web quest the internet
connection stopped. Luckily I had printed off back up copies of the
information. Retrospectively the information in the beginner web
quest was too dense. However, the pre prepared web quests from
Longman had just the right amount of information which was graded
to the correct proficiency level. Collaborative activity was Not
enough.
Scope to get lost?
Skills employed to locate information? How is the density of
information? Is the language graded at the correct proficiency
level? 1. Do the tasks encourage collaborative activity? 2. Do the
tasks provide structure for the task?
This work was really good for developing self awareness and self
regulatory practice. Students were breaking skill sets and using
them to monitor the quality of their own work. The writing was a
much higher standard than usual.
3. Do the tasks encourage awareness of self regulatory practice?
4. What level of control did the teacher provide? In the beginner
web quest there was much more teacher control than in the pre
intermediate web quest where the teacher was just a
facilitator.
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SC: Do the students Know how to search the internet? Are your
students prepared to do project orientated work? Are your students
familiar with how to conduct research? The students really loved
doing project work.
The tasks could have been far better structured especially with
instructions and more detail in the process stage. It actually
needs to be tested like the design of a website for navigation
purposes and to scope various channels of discovery prior to
classroom practise. No, students were not familiar with how to
search the internet. However, the links provided guided them to the
information they needed for the relevant tasks.
No our students are not familiar with how to conduct research
which is why I think the Longman web quests provide a scaffolded
and guided approach to relevant information.
Appendix 3: Letter from brother
Dear Julie, Hello sis, hope everything is okay at home. I
started this new school called Gordonstoun. It is an international
school in Scotland. The weather is very Cold and it rains a lot
here. I arrived last week. I have to say, it is really different
here from Abu Dhabi. Abu Dhabi is hot and Scotland is freezing. I
live with thirty boys. We all share a house together. I have the
biggest room but I share it with another boy called Gregor. He is
German. There are lots of German people in this school. I dont know
why. There are also some French boys in my house, a few Chinese,
one Japanese girl, load of Russians, a Turkish lady and a few
Emiratis. We all stay together for breakfast, lunch and dinner.
Elgin is a small town. There are not many shops. The only shop
where we can buy things is a two-mile walk from school. You walk
straight down Duffus road and turn right at Duffus house. The shop
is on the right hand side. They sell stamps for letters and they
have a post office too, chocolate, juice, biscuits. Thats about it
really. They have some canned food tomatoes, soup, fruit and some
fresh vegetables. They also sell rice and pasta. The food at school
is okay so I dont shop in Duffus.
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Everyday we get up at 6.00 am; we go for a run and then have a
cold shower. At 7.00 am we have breakfast. There is tea and coffee,
fresh fruit and porridge or a hot breakfast. We start class at 8.00
am until 12.00, lunch is 12.00 until 1.00. Classes gain from 1.00
until 3.00 and then we have activities. I do skiing from 3.00 until
5.00. At 5.00 we have an hour for homework and at 6.00 we have
dinner 7.00 until 9.00 is homework again. We are free from 9-10. At
ten we go to bed. At the weekend there is a bus to Elgin. It takes
half an hour to get to Elgin but it is worth the wait! In Elgin
there are shops that sell food, clothes, CDs and DVDs. We normally
go for lunch with friends and watch football on the television.
There are also cinemas, cafs and a park.
Sergi is my best friend at school. He has a sister and a brother
too so he understands what I have to put up with! Sergi likes
football too and when We dont have to study we play video games
together. What are your students like this term? Are they fun? What
do they do? What are their hobbies? Do they like shooting and Judo?
Do they like animals? Okay well tell me everything. Oh, I really
miss Jane and want to visit her in the holiday. Can you send me
some money so that I can book a train ticket to go and see her?
Thanks big sister! Stuart.
Appendix 4: Country and Nationality Web quest
Countries and nationalities Author: Julie Wallace E-mail:
[email protected]
Subject Starter English Level Beginner
INTRODUCTION The students are provided with the basic questions
and are motivated by an interesting start. This is achieved in two
ways: 1. By making the task attractive and amusing. 2. By showing
that the task is pertinent to the students' interests. TASK Use the
listed websites to answer the quiz questions. PROCESS Read the quiz
questions, click on the link, and find the answers: 1. In which
country is the worlds largest mosque? 2. Which country is Anna
Kournikova from? 3. Where is Tiger Woods from and what is he famous
for? 4. Where is Ronaldo from? 5. Jigoro Kano was from which
country? 6. Who is Gyalwa Tenzin Gyatso and where is he from? 7.
Where is Tony Blair from?
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8. Where is Barrack Obama from? 9. Where did tigers come from?
10.Who is Sheikh Khalifa Bin Zayed and where does he come from?
RESOURCES Use the hyperlinks to access the answers. 1.Grand
Mosque:Description: http://link Description: http://link
Description: > 3.Tiger Woods:http://link Description: >
4.Ronaldo:http://link Description: > 5.Jigoro Kano:http://link
Description: > 6.Gyalwa Tenzin Gyatso:http://link Description:
> 7.Tony Blair:http://link 8.Barrack Obama:http://link
Description: > 9.Tigers:Description: http://link 10. Sheikh
Khalifa:http://link Description: http://link Description:
http://link Description: http://link Description: http://link
EVALUATION The students will have learnt new lexical items relating
to countries and nationalities. We will integrate these into a
reply letter the following lesson and pending success continue it
as a two week project. CONCLUSION In this stage a summary of the
experience is made, facilitating the reflection and the joint
comments on the process.
Appendix 5:Pre-Intermediate Class Lesson Plan
Main Aim: going to, planning to, would like to, would rather
Subsidiary Aim: will and wont Tertiary Aim: lexical items
concerning holidays Skill Reading Reading for gist Skimming
Scanning Reflective Listening for gist Reading skills Writing
skills Speaking skills Speaking skills Task What is it about? Which
tenses does the writer use? Why? The holiday from hell Plan your
dream holiday Write a postcard Time Lead in/warmer 15 mins
Listening Webquest Writing Speaking Reflection
15 mins 30 mins 30mins 15 mins 15 mins
22
Appendix 6: Will, Wont and Holiday Web quest
Module 6 Time off 1 You are going to find out information about
hotels on a website which specialises in last minute bookings. You
are going to find information about hotels for 2 adults for two
weeks in three countries you are interested in visiting. 2 Type in:
www.lastminute.com. When the main page appears, look at the list on
the left of the page. Click on Hotels. When the Hotels page appears
look at the Search box. In the search box you can select the
countries where you want to look for hotels. Browse the countries
and choose three that you are interested in visiting. 3 Select the
date you want to check in and the number of nights you want to stay
and then press the Search button. When the list of hotels appears,
you can press Search again and then select the price you want to
pay by clicking on Price: and selecting an option. Choose the type
of hotel by clicking in the boxes under Star rating: with the stars
you want the hotel to have. When the list of hotels appears again,
you can find more information about each hotel by clicking on Hotel
details. MY HOTELS Country: Hotel Name: Location: Price: Other
details: Country: Hotel Name: Location: Price: Other details:
Country: Hotel Name: Location: Price: Other details: MY PARTNERS
HOTELS Country: Hotel Name: Location: Price: Other details:
Country: Hotel Name: Location: Price: Other details: Country: Hotel
Name: Location: Price: Other details:
Appendix 7: Reading Strategy Questionnaires
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