Schedule of diploma paper completion

Head of the department

Doctor of Ped. Sc., Prof.

___________ Kassymova G.M.

«_____» _____________________

Suleyman Demirel University

Faculty of Philology and Pedagogical Sciences

 

Assignment for the paper completion

Student: Kassymova Aidana

(Name)

Major 5B011900 “Foreign languages: Two Foreign Languages”

 

Theme “Methods and techniques of using online resources (websites) by teachers”

 

Approved by the institution’s order # 05/315-C/1 from «5» November 2015

Dates for the thesis completion «5» June 2016

 

The list of assignments and brief content of the diploma paper:

1. To work literature review;

2. To work at theoretical part: collecting theoretical information and data;

3. To work at practical part: description of experimental procedure;

4. To analyze and summarize the results.

5. The diploma paper is devoted to the study assessment in Methods and techniques of using online resources (websites) by teachers

 

Recommended literature

1. Dodge, B.J. (2001). Five Rules for Creating a Great WebQuest. Learning and Leading with Technology 28-8, p.6-9,58. Last retrieved from http://webquest.sdsu.edu/documents/focus.pdf on September 12, 2009

 

2. Dodge, B.J. (2007). Creating WebQuests. Last retrieved from http://webquest.org/index-create.php on September 12, 2009

 

3. March, T (1998). Why WebQuests? An introduction. Retrieved 21 May, 2004 from http://www.ozline.com/webquests/intro.html March, T. (1997). A WebQuest exploring transformative thinking in WebQuests.

 

4. Багузина Е.И. Методология создания веб-квестов как формы итогового контроля знаний, умений и навыков при изучении студентами иностранного языка // Материалы 25-й Всероссийской научной конференции молодых ученых и студентов «Реформы в России и проблемы управления - 2010». Вып. 2. М.: Изд-во Государственного университета управления, 2010. С. 167-169. (0,1 п.л.).

 

5. R., & McKnight, M. L. (2005). Teachers’ attitudes toward WebQuests as a method of teaching. Computers in the Schools, 22(1/2), 123-133. Peterson, C. L., & Koeck, D. C. (2001). When students create their own WebQuests.

 

6. March, T. (2006). What WebQuests are (really). BestWebQuests.com. Retrieved from http://bestWebQuests. com/what_WebQuests_are.asp Milson, A. J., & Downey, P. (2001). WebQuest: Using Internet resources for cooperative inquiry. Social Education, 65, 144-146. Perkins,

 

Date when the assignment was given «9» November 2015

 

Scientific Supervisor ____________ MSc Ashayeva Bibish

/signature/ /Name/

Assignment is accepted

Student _____________ Kassymova Aidana

/signature/ /Name/

 

Schedule of diploma paper completion

STAGE	RESEARCH TASKS AT EACH STAGE	CONTENT OF THE STUDY	DEADLINE	Remarks of the supervisor
Stage 1	1. Choosing the research topic	· Selecting of the research topic. · Statement of the research problem. · Official registration of the topic at the department / chair	September	Completed\ not completed
2. Setting up a tentative research plan	· Review of possible research methods · Identifying the research question · Identifying the research plan with the academic advisor	October	Completed
Stage 2	1. Selecting appropriate research tools	· Starting a research diary; arranging sections for each sub question according to the research plan · Identifying literature and resources for each question; writing references (authors, title, publisher, year, and page references) · Writing significant ideas, facts and figures on the topic	November	Completed
2. Writing the introductory chapter	· Significance of the research topic · Statement of the research problem and related field of science · Research goals and tasks	December	Completed
3. Determining the research methodology	· Reading and selecting the methods of research in relation to the chosen topic	December	Completed
4. Prepare an intermediary report to academic supervisor	· Demonstrate an intermediary report to academic supervisor	December	Completed
Stage 3	1. Prepare for data collection	· Conduct the research, collect data	January	Completed
2. Write the first chapter of the study	· Show all resources to the advisor, get consultation	January	Completed
3. Analyze the written part with the academic advisor	· Consult the academic advisor	January	Completed
Stage 4	1. Complete writing the first chapter and edit it	· Make changes according to the remarks of the academic advisor. · Edit for grammatical and stylistic accuracy	January	Completed
2. Produce the research results	· Use statistical information on the results · Set up tables, graphs, pictures	February	Completed

 

 

	3. Write the main body of the study	· Use factual information appropriately · Determine the place of illustrations · Define factual information and summarize the evidence · Analyze the research results (data analysis)	February	Completed
4. Determining the conclusion and recommendations for further study	· Prepare for recommendations	March	Completed
5. Analyzing and completing the conclusion part of the study	· Revise and complete the paper	March	Completed
Stage 5	1. Final revision and edition of all chapters of the study for	· Complete the paper according to the advisor remarks · Place illustrations in the paper · A final check for grammatical and stylistic accuracy	April	Completed
2. Writing the “references” section	· Set up a ‘references’ section	April	Completed
3. Prepare the title page	· Write the research plan	April	Completed
4. Typesetting and page design	· Use page design standards: Line space – One space interval · Remember to start each chapter on a new page · Highlight and underline each point separately	April	Completed
5. Read the printed version of the study	· Prepare the checked text of the study	April	Completed
6. Submit the final printed paper to the chair and reviewers	· Final printed paper of the study	May	Completed

 

Date when the assignment was given «9» November 2015

 

Scientific Supervisor ____________ Ergalieva Aida

/signature/ /Name/

Assignment is accepted

Student _____________ Kassymova Aidana

/signature/

 

 

ABSTRACT

Developed by Dodge (1995), WebQuest is an inquiry-based teaching tool, in which students of all ages and levels participate in an authentic task that use pre-designed, pre-defined internet resources, though other print resources can also be used. Learners will put the focus on gathering, summarizing, synthesizing, and evaluating the information within clearly defined parameters in order to accomplish an authentic task set by the instructor. WebQuest takes a problem-solving approach and exhibits a clear structure that guides the learning processes and interactions (Dodge, 2001), and can be used for different subject areas across age levels, from young children to adult learners (Ezell, Klein, Hines, & Hall, 2003). In teacher preparation, research has shown that WebQuest enhanced problem-solving skills, higher order thinking, motivation, creativity, critical thinking and active learning. Being exposed to different media and technology resources, from audio to printed material students lack the motivation for learning in conventional way. This is the main reason why English language teachers always keep searching for more motivating teaching sources. One way of bringing variety into the classroom is the use of site WebQuest in English Foreign Language teaching.. The study was conducted on a sample of two groups: an experimental and a control group taught conventionally.The study was carried out at the school named after V.G. Belinskyi. The results of the study have shown that the attention of students in the classroom in experimental group was much higher than the attention of the students in the control group. The study concluded that the site WebQuest attract students' attention, more interesting and creative way for learning English language than learning language though course-book.

 

АҢДАТПА

Вебквест сайтын 1995 жылы Додж әзірлеген.

Вебквест әр жастағы және әр деңгейдегі студенттердің интернет арқылы алдын-ала әзірленген оқу әдістемелерін пайдалану мумкіндігі, дегенмен өзге де баспа материалдары қолданылуы мүмкін.

Оқушылар жетекшінің берген нақты тапсырмасының арнайы параметрлері мен ауқымды ақпаратын анықтап, қорытындылауға назар аударады.

Вебквест жүйелі әдістемесі өзара оқу процесі барлық жастағы және деңгейдегі кішкентай баладан ересектерді де қамтиды.

Ғылыми зерттеулер мен ұстаздар пікірлері көрсеткендей, вебквест оқушының тапсырманы кеңінен шешу дағдысын, ой-өрісін, ынтасын, шығармашылығын және белсенді оқуын дамытады. Әртүрлі бұқаралық ақпарат құралдарының әсерінен оқушыларды бұрынғы тәсілмен оқыту оларды ынталандырмайды, сондықтан ағылшын тілі мұғалімдері көбірек ақпарат көздерін пайдаланып, іздестіруінің басты себептері де осы.

Зерттеу жұмысы экспериментті және бақылау тобында пайдаланылды. Тәжірибе В.Г.Белинский мектебінде өтті.

Зерттеу қорытындысы бойынша экспериментті топтың ынта-зейіні бақылау тобына қарағанда жоғары болды.

Бұл зерттеу ағылшын тілін, оқулықтарға қарағанда вебквест сайтының әдістемесін пайдаланып оқыту анағұрлым жоғары деңгейде өтетінін дәлелдеді.

 

 

АННОТАЦИЯ

Разработан Доджем. Использования вебквест –сайта актуальна для изучения учебного пособия для студентов всех возрастов и уровней,которые принимали участия в аутентичном заданий, с использованием заранее разработанных, определенных интернет ресурсов.хотя иные печатные материалы могут также использоваться.

Учащиеся будут делать акцент на сбор, подведение итогов, обобщении и оценке информации в рамках четко определенных параметров для достижения определенной задачи, поставленной инструктором.

В.К. занимает проблемно – деятельный подход, и обладает четкой структурой, которая направляет процессы обучения и взаимодействия (Додж,2001), и может быть использован для различных областей и всех возрастных уровней, от маленьких детей до взрослых (Эцелл, Кляйн, Хайнс, и зал,2003). Научные исследования и мнения учителей показали, что в.к имеет расширенные навыки решения проблем, мышления, мотивации, креативности, критического решения и активного обучения.

Подвергаясь воздействию различных средств массовой информации и технических ресурсов, отсутствие мотивации студентов к обучению обычным способом, это главная причина, почему учителя английского языка всегда продолжают искать больше источников информации в мотивации обучения.

Одним из способов привлечения разнообразия в занятиях является использование вебквест-сайт в обучении иностранному языку. Исследование проводилось на выборе из двух групп:

экспериментальной и контрольной группы в школе им. В.Г. Белинского. Результаты исследования показали, что внимания студентов на занятиях в экспериментальной группе было значительно выше, чем внимания студентов в контрольной группе. Из исследования делается вывод, что сайт вебквеста привлекает тем, что там применяется интересная методика, которая прививает больше творчества для изучения английского языка, чем изучения языка через книги.

 

 

CONTENTS

INTRODUCTION…………………………………………………………………

PART I

PART II

METHODOLOGY

Data collection……………………………………………………………………..

Data collection instruments and participants…………………………………….

Participants………………………………………………………………………..

Students……………………………………………………………………………..

Instruments……………………………………………………………………….

Procedure…………………………………………………………………………..

Observations………………………………………………………………………..

Interview

Questionnaire

 

Data analysis and results………………………………………………………….

Findings……………………………………………………………………………..

 

Part III CONCLUSION

References…………………………………………………………………………..

Appendix……………………………………………………………………………

 

LIST OF TABLES

A. Table 1

Analysis of interview taken from teachers

 

LIST OF FIGURES

Abbreviations

SLT - Second Language Teaching

EFL- English as a Foreign Language

ELT-English Language Teaching

ICT-International Communication Technology

ESL - English as a Second language.

 

Key terms: Teaching, websites, online resources, internet technology, learning, WebQuest, sites

 

DEFINITION OF KEY TERMS

Second Language Acquisition -is the process by which people learn a second language

English as a Foreign Language – thestudy of English by nonnative speakers living in anon-English-speaking environment.

English Language Teaching -the practice and theory of learning and teaching

English for the benefit of people whose first language is not English.

International Communication Technology the activity of designing and constructing and maintaining communication systems

English as a Second language -is the use of English by speakers with different native languages.

 

 

Introduction

In the context of modern world society, and especially when it comes to the society of Kazakhstan, a promptly developing country, standing on the threshold of the globalization process, the need in formation of language skills of population is strong as ever. The President of our country Nursultan Nazarbayev has always emphasized the importance of languages as a mean of communication between people, may it be the native Kazakh language, or foreign languages, Russian and English in particular, as means of cross-cultural dialogue. In the President’s message “New Kazakhstan in a new world”, the Head of state pointed out that “the main criteria of success of the educational reform is the achievement of the level, upon which any citizen of our country, obtaining the appropriate education and qualification, will be able to become a qualified specialist in any country in the world.” As we enter this new period of the development of Kazakhstan, and witness its becoming part of global multicultural and multilingual community, we cannot deny the fact that we no longer can afford ourselves to neglect or treat carelessly the foreign language teaching as a way of formation intercultural communicative competence.

Nowadays using internet resources in particular, different websites are very popular and considered to be an innovative area in the practice of English language teaching and learning. Keeping students interested and engaged in current topics or activities is a daily challenge for teachers in the classroom. One of the advantages of using websites for language teaching and learning is that it provides new possibilities for assisting teachers to successfully meet this challenge.

In the last few years the number of teachers using internet resources has increased significantly. Although the potential of internet resources for educational use has not been fully explored yet and the average educational institutions still make limited use of computers and internet resources, it is obvious that we have entered new information age in which the links between technology and teaching of English as a Foreign Language have already been established. The development of the internet brought a revolution in the teachers’ perspective, since teaching tools offered through the internet were gradually becoming more reliable. Nowadays, the internet is gaining immense popularity in English language teaching and more and more educators and learners are embracing it.

As educational technologies have become more advanced, educators have developed new tools for our youth to learn from the World Wide Web. WebQuests are one such instructional strategy. This inquiry-based activity allows for collaborative learning and differentiated instruction as students work on authentic, interdisciplinary projects. In 1995, Bernie Dodge, a professor at San Diego State University, developed the WebQuest, an instructional strategy to integrate the use of the World Wide Web into classroom activities. He defined a WebQuest as “an inquiry- oriented activity in which some or all of the information that learners interact with comes from resources on the Internet” (Dodge, 1995). A WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students’ investigation of a central, open-ended question, development of individual expertise and participation in a

final group process that attempts to transform newly acquired information into a more sophisticated understanding. (March, 2006). Even though the WebQuest is a fairly recent development in the classroom, educators, including Practical English teachers and researchers, have applauded its impact on the critical thinking framework and encouraged its use.

Thereby, the topicality of the research is determined on the one hand by the significance of college students acquiring new knowledge provided by means of internet resources, especially WebQuest to develop critical thinking skills and an opportunity to apply their knowledge and on the other hand, by the insufficiency of the development of particular matters on the given research problem.

The main purpose of the research is to reveal the influence of using the target inquiry-based instructional strategy named WebQuest in developing students’ language learning skills.

The objectives of the research are:

1) to find out the attitudes of teachers towards using internet-based resources, in particular WebQuest as an effective tool in teaching English as a second language

2) to identify the attitudes of both university and school learners towards using WebQuest as an interesting tool to study English

3) to clarify the usage of WebQuest

4) to work out the specifics of using WebQuest

The object of the research is developing students’ motivation through the use of WebQuest

The subject of the research is using WebQuestin developing students’ interest to language learning

The hypothesis of the research:

By the end of the research I assume that students interest in language learning through the use ofWebQuest will arise and they will develop problem-solving, critical thinking, collaborative learning skills.

On the basis of objectives the following research questions are formulated:

· How often do language teachers use different internet based resources in teaching?

· Do they use WebQuest in their language teaching practice?

· How do students relate to the use of internet based resources in general?

· And to what extent is the use of WebQuest be positive in language teaching and learning?

 

Methods of investigation: interview, observation, questionnaire, literature analysis, WebQuest subscribers opinion analysis, description, experiment.

Theoretical value of the research is our attempt to give the practical implications for teachers who are interested in the problem of students’ motivation and on the ways of using WebQuest efficiently.

Practical value of the research suggested practical recommendations and findings may be helpful for teachers seeking out the new ways of using internet based materials.

The research base: Suleyman Demirel University students; 31 pupils of the secondary school named after V.G Belinksiy (Kaskelen) took part in the experimental teaching part of the research.

What is a WebQuest?

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.

The WebQuest format allows educators to help students use content-rich Web resources in ways that encourage higher order thinking.

- WebQuests are classroom activities that guide students as they learn to use resources from the Web to create new projects that analyze, synthesize, or evaluate the information they find.

- WebQuests are inquiry-based. Students must actively use online information rather than simply copying it.

- Some WebQuests require one to two class periods to complete; others take weeks or more.

Why use WebQuest?

 

WebQuests help students:

- acquire new knowledge.

- integrate new information with what they already know.

- infer, analyze, and evaluate knowledge.

- demonstrate understanding of how what they've learned applies, relates, or contrasts with prior knowledge.

- require students to be active learners who create new works.

- improve group skills and organizational skills.

- empower students to use their own critical thinking skills

- motivate students to get involved in their learning.

- provide just enough structure to keep students on task, while allowing enough autonomy for students to take ownership of their work and display creativity.

 

How to create WebQuest?

Technologically, creating a WebQuest can be very simple. As long as you can create a document with hyperlinks, you can create a WebQuest. That means that a WebQuest can be created in Word, Powerpoint, and even Excel! If you're going to call it a WebQuest, though, be sure that it has all the critical attributes. You can to create your own WebQuest follow the site www.zunal.com then you must to do registration using your mail.ru

 

PART II

METHODOLOGY

DATA COLLECTION

Using online resources has received an increasing amount of attention, reasons for which were discussed earlier when defining the matter. In particular, it was shown that the practical implementation of online teaching materials in foreign language teaching has given rise to numerous theories and studies that have elaborated on the issue. However, since integrating internet resources in teaching English is a multidimensional concept with various interpretations, its promotion still requires further research. This particular study aims at offering an additional viewpoint to the issue by studying the special website for teachers and students who can benefit in both learning and teaching the English language effectively.

As was noted earlier, the promotion of online resources in contexts of ELT has

recently caught the attention of numerous scholars and practitioners. In particular, the focus has increasingly been on the practical implementation of these resources and, in specific, practices that aim at motivating learners and fostering their autonomy in learning contexts. Hundreds of special websites have been designed to promote college students learning skills and make the completion of tasks more enjoyable and more efficient. In addition, promoting readiness for self-directed learning and enhancing different techniques, in particular, using internet resources, websites in foreign language teaching are important features of 21^st century education.

The approach adopted in the present study to the promotion of using website use in ELT is twofold. First of all, since online resources is, as was mentioned earlier, implied in one of the official aims of English teaching in, the present study aims at revealing the extent to which using online resources, specifically, using Webquests is

promoted in that context of ELT in schools and universities. In particular, this issue is approached from the students’ perspective. Second of all, this study aims at finding out how satisfied the students and teacher are with the extent to which using online, specifically, using Webquests is in their opinion promoted in English teaching in secondary schools and SDU in Kaskelen.

On the basis of the reasons, the following research questions

were formulated:

1. In the students’ opinion, to what extent is using online recources, specifically, using webquests promoted in English teaching in secondary schools and SDU in

Kaskelen?

2. How satisfied are the students and teachers with the extent to which they

think using online resources, specifically, using Webquests is promoted secondary schools and SDU in Kaskelen?

3. How well can teachers and learners use websites, specifically, Webquests effectively in ELT?

 

The methods I have used for my research work were the Qualitative and Quantitative research methods: interview, experiment, questionnaires, pre and posttest as the measurement of learning to compare what the students knew before and after the class experience.

 

PARTICIPANTS

Teachers

The majority of teachers who took part in the research came from the Faculty of Philology and Language School Department of Suleyman Demirel University and teachers of the secondary school named after “Belinskiy”. All the teachers are experienced in teaching English a second language. The overall number of teachers is thirteen. In the same way the second part of teacher participants of the research were the www.zunal.com subscribers who could share their opinion on implementing the Webquest site in teaching English. In the site I could hundreds of Webquest tasks and thousands of teachers actively reflected their thoughts on using the target site as one of the new techniques in teaching English as a second language.

 

Students

The student participants of the research firstly, consisted of secondary school pupils with different background knowledge and different language levels. They were the pupils of 9th grades aged between 16-17. And secondly, the SDU students of the 2^nd, and 3d year who were selected as one of the major participants, as the pupils from secondary school might have lacked in using different online resources in learning English as well as teachers, since teaching the target language in schools is really poor. Besides, adult learners can more accurately reflect on their learning and are able to actively participate in the investigation. The language level that participants possessed was elementary, pre-intermediate and intermediate.

 

Subscribers of the www.zunal.com website

To determine the perceptions of advantages and disadvantages of using webquests for instruction, we have gathered the zunal.com site’s subscribers’ shared ideas. Since there were lots of respondents we decided to summarize all of ideas and listed them. (See results section)

 

DATA COLLECTION PROCEDURE

Professional literature

Being aware that there is much to be learnt from the various surveys books, scholarly articles, and any other sources relevant to a particular issue I started examining them. I tried to read not only foreign scholars’ methodologies but also local coming from the USSR and Kazakhstan as well. However, I benefited mostly from the methodological implications proposed by foreigners as they seem to be active users of using internet resources as one of the modern ways in teaching.

Observations

One of my aims of gathering data was to find the teachers who are experienced in teaching English as a second foreign language. As a start, I observed the Practical English lessons in the 2nd course in faculty of philology and as well I had a chance to have some observations in Listening/Speaking and Reading/Writing classes. I participated in the lessons of three teachers of intermediate level working in a group of 10-12 students and upper-intermediate level 20 students. During observations I hoped to make notes on teachers’ using materials from the internet or their instructions on the task completion, assessment and any other new ways of teaching except traditional.As a result, I couldn’t get so much information on using online resources, however, I could gather sufficient information on techniques of classroom instruction. In order to gather information from the observation I have composed questions to be answered like: a) what are the common online sites where teacher takes the extra tasks from? b) How does the teacher encourage students to work independently and how does she/he organize learner-centered class? c) Does she/he motivate students to use online resources when preparing for home assignments? Does the teacher set tasks that will enhance developing students critical thinking skills? Mostly, I found answers to questions however, they were too basic and traditional.

Lesson observations in my opinion is one of the techniques which every teacher must follow as it gives the opportunity for the teacher to see in detail pros and cons of each lesson. As you attend the lessons you see and feel what went wrong and where do you have to make changes and you also feel the attitudes of students, their mood and relation to you as a teacher. During my lesson I tried to make some notes on the positive and negative moments of lessons.

 

Interview

The only interview I had conducted was among students aimed at finding out how do they usually learn English online and what are the typical websites among students to be measured as useful and effective in language learning. The questions were developed based on the literature review studies on the use of websites in learning to identify the learners’ interests and the skills they focus on when using these popular websites.

Questionnaire

During my research I have conducted two questionnaires. 15 students and 21 pupils were distributed Questionnaire #1was conducted among students/pupils to reveal the attitudes of them towards different instructions implemented by teachers to teach English. In the same way, Questionnaire #2 was carried out among 15 teachers to reflect their thoughts on the effectiveness of using internet resources, specifically webquests as one of the effective tools in teaching English. The teacher participants were asked to express their opinion on each statement if they agree or disagree; And student participants were represented the range true / not true.

 

Experimental classes

Instruments

In order to collect data, the instruments used in this study were the various types of tasks integrated in the www.zunal.com web quest which was recognized by language teachers in institutions as well as other sectors, and shows that implementing those techniques can be effective at teaching English levels. The numerous advantages of web quests were described above one of the most significant being its motivational aspect in developing learner autonomy. It provides real situations in which students can use English. Students are expected to complete different kinds of collaborative tasks such as role plays, project-works, problem – solving task; Pre-test and post- test was also put into practice to compare the results before and after the experiment.

An experimental research design was used to accomplish the objectives of the study. The experimental study consists of pre-test-post-test and experimental and control-group. Comparison of pre-test and post –test scores allows the researcher to measure the effectiveness of the method used. A pre-experimental test on the knowledge of forthcoming topics was given to both groups and at the end of the lessons an attitude questionnaire was given to students in order to measure students’ attitudes.

This experiment was carried out at Belinskiy School situated in Kaskelen, Almaty. The participants of the study were 31 pupils 9th grade students groups A and B. Of the already existing groups, classroom 9/A was assigned as experimental, and 9/ B was assigned as control group. There were 15 students in the experimental group and 16 students in the control group. Both groups were trained by the same teacher in order to prevent the different teacher effect on the performance of the students. The researcher selected and prepared the materials activities to use in and out the English lessons. All materials and activities were prepared regarding the needs, interests and proficiency level of the students participating in the study. The activities were related to the subjects in the syllabus. All were supported with the present course book, English In Mind Pre-Intermediate and Intermediate level.

 

The student participants of the research firstly, consisted of secondary school pupils with different background knowledge and different language levels. They were the pupils of 9th grades aged between 16-17. The first day when I have started my internship I asked the teacher to give me tests, quizzes, exam papers of learners in order to count up learner’s average points from these exams and then identify their general level of knowledge. Participants of this research consist of 31 learners which were divided into two groups; experimental group (EG) where webquest technique was put into practice.

Method and the activities related to ELT with the use of WebQuest were applied and the in control group (CG) traditional methods where used.

The tasks were explained to learners during their classes. Learners in the control group were not provided with the Webquests but only traditional tasks described in the book. Conversely students in the experimental group were given assignments prepared beforehand by me as a webquest in the www.zunal.com site. The aim of this was to see if students will be motivated by using webquests to study English and how will they benefit from it. Those inquiry based tasks: (posing questions, problems or scenarios) were given to students throughout 16 classes about 5 times. The following examples have been provided to demonstrate how tasks can be designed and differentiated according to the primary criteria of how much independent effort they require from the students.

As I have mentioned before pre and post test was conducted in order to see if the learners are interested in working with the internet.

Procedure

Pre-experimental stage The first day when I have started my internship I asked the teacher to give me tests, quizzes, exam papers of learners in order to count up learner’s average points from these exams and then identify their general level of knowledge. Participants of this research consist of 31 learners which were divided into two groups; experimental group (EG) where webquest technique was put into practice and control group (CG)

 

In the Post-experimental stage using a webquest in the class I gave tests for learners which connected with the tasks from the Webquest in order to check their level of knowledge. According to the data obtained the results in performance of (EG) students was better than (CG) learners.

Results and perceptions of the students in groups

	Groups	Average
Experimental Group		84,5
Control Group		61,22

 

It is shown that experimental application has contributed better to academic success of the learners. It can, therefore, be claimed that the experimental application has affected the academic success of the students positively at a significant level. According to the results we see that WebQuest develop critical thinking, motivation of learners, interest for the subject, work in groups. The learners are liked using the WebQuest during the lesson, and they don’t mind that a teacher using the WebQ uest in the classroom.

Description of tasks;

The tasks for the experimental class were different interesting themes. I was taken the themes from the book and considered the interest of learners too. I did five experimental tasks using webquest. There are “Cutting Trees” “If you had…” I want to be a flower” and the last one “Politeness” My learners working pairs, discuss with each other then they work in groups and they had individual work for home work.

The first task was about “Describing an ideal houses “Task: If you have a lot of money and could design yourself a dream house what would it be like? Think about the following factors then compare in groups. House or apartment. Size, number and functions of rooms, city Centre, countryside, country or region, space for entertaining, space for working. In the process: Read all the given information, try to memorize everything. If it is written to read the text its good if you make any notes. But if you made any mistakes do task again. Remember, practice make perfect. At the end you are make a presentation. Everything that is given at this lesson will help you to deal with the last task easily.

According to the evaluation from the table:

Presentation skills: the student as a whole doesn’t read presentation at all and makes eye contact. The student as a whole doesn’t read presentation too much and makes adequate eye contact. The student as a whole mostly reads presentation and makes little eye contact. The team as a whole reads presentation the entire time and makes no eye contact.

Content (Vocabulary and Grammar) All content uses most of the new words from the unit. Uses many of the new words from the unit. Uses some of the new words from the unit. Uses a few or none of the new words from the unit.

Time limit: Presentation as a whole is of appropriate length as indicated by the teacher. Presentation as a whole is a bit long or short in length as indicated by the teacher. Presentation as a whole is considerably too long in length as indicated by the teacher. Presentation as a whole is considerably too short in length as indicated by the teacher.

Communicates ideas and thoughts: Successfully communicates ideas and thoughts with language and register appropriate for the occasion. Often communicates ideas and thoughts with language and register appropriate for the occasion. Sometimes communicates ideas and thoughts with language and register appropriate for the occasion. Rarely attempts to communicate ideas and thoughts.

The second task about “Cutting Trees” Description: Nowadays, cutting trees is the most problem of the world. Task: Now, get your attention to the task. You are know that how to important our ecology for us. Think about it. And then answer the following questions.

1) Why we have this problem in our life?

2) How to solve this problem?

3) Write the advantages and disadvantages of cutting trees

And you should prepare presentation for this task.

Process: Find and read all the given additional information from the internet. Try to find creative information to solve the problem. You should an interesting presentation. In conclusion, I want to see that every person work with interesting on the task. I want to that every person to get useful information during the lesson. And lesson must be more interesting, more creative, and more useful.

The third task was about “If you had” Description: Imagine your perfect life. Task: Now, guys, get your attention to the task. Imagine yourself, If you had a lot of money and you can spend your money as you wish! What would it be like? Think about the following factors, discuss with your partner and don’t forget to prepare presentation on the task “If I had 2 million dollars”.

Process: Practice using your imagination. A few thoughts regarding imaginative practice that might help for you. 1) Do it when you have energy. Before you run out of mental gas in your long day, try to spend at least 10 minutes for the imagination. 2) Focus your imagination on something. Fine to let the mind wander but have some sort of intention focus or topic to start with. 3) Try to stick with your topic but allow your mind to wander away then to wander back. Try to remember what you have seen. 4) When you are done jot down a few notes in your notebook so you can remember what you experienced. 5) Spend some time thinking about what your imaginary visions are telling you. Do research if it makes sense. Replay your vision and thoughts about it to a good friend. Imagination is one of your most powerful thinking tools, use it, and practice it. Write everything that you wish. How to use you’re a lot of money and what would you like to buy?

In conclusion I want to see that every person work with interesting on the task. Work in pairs, group works and individual work. Therefore lesson must be interesting.

The forth task was about “ I want to be a flower “ Description: Describe your flower, which flower do you prefer? Task: Read a lot of information about flowers and their origin. Learn a lot of interesting and mysterious about them. For example, you know that every flower has unusual structure and each bud is about 50 petals that shimmer with different shades of colors have a velvety texture and indescribable fragrance? Find unusual properties. Then think about it, what kind of flowers you would like to be? and why? Do you know a lot of information about this flower? What kind of information? Why do you like it? At the end you are to make a presentation. Process: Read more and more information about this topic. Do practice with your language. Improve your speaking skills. If you find lots of information try to remember everything. It will help you make a presentation in a short time. If you know a lot of information about this task it will be more interesting during the lesson. In conclusion: I want to you know a lot of interesting and useful information around us. How many people are not being seen as beauty that we have around our lives. Imagine that you are the flower of the miracle of life with an indescribable beauty. Forget about the confusion. Immerse yourself in a fairy-tale life, in the warmth of life where there is only happiness and love. Believe in this tale as a small child. This will give you happiness and smiles.

The last one task was about “Politeness” Description: How to be a polite person

Task: Read the following text. Think about this situation. Do you have the same situation in your life? You must to find the same interesting situation. Complete the sentences with the words from the box. They must to do matching. Process: Speaking with partner and discuss these questions;

- 1) What culture do you think is the most polite?

- 2) Can politeness affect your success in life? How?

- 3) How important is it to be polite to older people even though they are often rude?

- 4) What do you think are some good manners?

 

Look at this situations. In groups and discuss. For example: In England people are very polite. When a person is walking with friends and accidentally stumble friends begin to apologize even though they are not to blame for them it is okay shows their culture and education but for us it is not familiar. 1) Do people do these things in your country. 2) Do you think it is good or bad manners to do these things For example: In my country we don’t kiss people when we meet them for the first time. You should make a presentation for the next lesson. The most important thing to show of us a polite and a rude person in the role play. It will be assessed. It is very important part for your homework.

 

DATA ANALYSIS

This chapter provides information about the analysis of the results gathered from the teachers’ and students’ questionnaires, analysis of the data obtained from the teachers’ interviews, experimental lessons, observations, teacher subscribers’ opinion.

Results

Findings from literature

WebQuests can also help ESP students acquire electronic communication skills by providing them with practice in using communication tools effectively. For instance, students can be asked to take part in forums related to the WebQuest topic and use the discussion in the forum as a source of information. The sub-tasks and roles proposed in the WebQuest could require students to communicate with each other or to ask discipline experts through e-mail in order to complete the task. The WebQuest could incorporate tools for online debating when the kind of activity proposed requires or allows for this element. Dodge (2001) suggests using the QuickTopic site (http://www.quicktopic.com/) as an easy way to add an interactive forum to a WebQuest.

· There are two areas teachers should consider when evaluating a WebQuest. The first area is pedagogy. Pedagogy refers to whether or not the WebQuest is developmentally appropriate for the intended age group. Specific elements to look for included absence of threat, student choice, adequate time to complete tasks, collaboration, and meaningful content, to name a few. The second area is scholarship. Kennedy (2004) defined scholarship as “whether the content is factually accurate and presents different points of view for the young learners to consider” (p. 17). The WebQuest should be authoritative (hosted by a credible source), objective, accurate, current, helpful, and attractive.

 

Part III

CONCLUSION

Pedagogical implications and suggestions

Previous chapters have thoroughly presented the introduction, the theory background literature review, the implementation as well as the results of the research. Last but not least, this chapter includes the summarizing and evaluation on the outcomes of the whole research; the findings, contribution, limitation of the research and some pedagogical implications and recommendations for further studies. In the first place, the researcher would like to acknowledge the pedagogical suggestions on using internet resources in particular the sites in English Language Teaching. Teaching using the internet sites though have not been officially utilized, can be taken into consideration to be good way of improving current situation of teaching English Language. However, there existed a number of obstacles that were mentioned by the teachers and students but were not to be solved yet. They are thus open for solutions suggested by their researcher basing on the literature on the research topic. It was learnt from the survey that the mishap that might occur during the lesson was a considerable difficult to further studies using site webquest. It is undeniable that the unexpected mishaps occurs, they could ruin their lessons. However, the work could be good if teachers thought about these things beforehand. It is a recommendation that teacher should spend some time getting themselves to the information for the site webquest and studying how to use it skillfully. When any minor technical problem occurs, they can repair it easily by themselves. It is necessary for teacher because it helps not only to give confidence but also to fully exploit this technique. In addition to that, a choice for suitable interesting topics for the tasks was also mentioned one of the major difficulties confronted by the teacher. Interesting topics can be taken from books or consulting with students. There sources different topics and tasks are available on the Internet, moreover, teachers now as quite familiar with how to use the Internet. Specially, using sites for educational purpose should be more preferable. Larger samples mean that different techniques of using webquest in teaching as well as different points of view could be achieved to have an overall view on this matter. Moreover, other researchers should fully be employed more method instruments besides questionnaires and interviews. Class observation is strongly recommended to get insight this issue. What is more, since the research mainly focused on the using internet resources in particular sites in english language teaching with both positive and negative effects of it, other researchers may wish to give evidence for the effectiveness of this technique in teaching. This may require studies which give comparisons the effects of this technique with other vocabulary teaching methods on different groups of students. It is expected that the results of such studies would be helpful in encouraging teachers to further exploit using internet site webquest in English language teaching.

 

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