Abstract

In this study, 60 students of an EFL writing course participated in a semester-long WebQuest authoring activity. This activity is designed for students to improve their English learning reading and writing skills in the process of WebQuest creation. The study discussed the use of the Internet technology to mediate classroom activities. The study then investigated how students enhanced their writing skills through WebQuest construction. The study also implemented higher order thinking skills by reflecting on their learning progress. Research data was collected from students' reflective journal, in-depth interview, and the final product of student-created WebQuests. The findings indicated that the experimental design facilitated and mediated classroom discussion and cooperative learning. In addition, it enhanced students' writing skills by reading on the Internet. The higher order thinking skills were also represented in students' WebQuest creativity.

Citation

Wu, C.P. (2016). Bridging the Web: WebQuests in Writing Classrooms. International Journal of Online Pedagogy and Course Design, 6(3), 26-38. IGI Global. Retrieved March 20, 2023 from https://www.learntechlib.org/p/185697/.

Keywords

• Computer-assisted language learning
• EFL writing
• higher order thinking skills
• Inquiry-oriented Learning
• scaffolding
• webquest