Webquests (2)

WEBQUESTS AND WEBQUESTS AND DEVELOPING EFL CRITICAL DEVELOPING EFL CRITICAL

READING SKILLSREADING SKILLSBYBY

MAGDY M. ALYMAGDY M. ALYPROFESSOR OF CURRICULUM AND PROFESSOR OF CURRICULUM AND

EFL INSTRUCTIONEFL INSTRUCTIONJULY , 2011JULY , 2011

Dr.Magdy M. AlyDr.Magdy M. Aly 2204/09/2304/09/23

SOME HOT ISSUESSOME HOT ISSUES

- -Learning English in Egypt is often Learning English in Egypt is often times associated with learning times associated with learning grammatical rulesgrammatical rules..

- -Critical thinking is often recognized Critical thinking is often recognized as one of the desirable goals for as one of the desirable goals for education, it is considered a skill not education, it is considered a skill not promoted enough in English promoted enough in English

classroomsclassrooms . .


---In traditional classrooms, learning English In traditional classrooms, learning English to pass the examinations is often to pass the examinations is often considered the primary goal, where only considered the primary goal, where only language skills are emphasized while critical language skills are emphasized while critical thinking, problem solving, or creative thinking, problem solving, or creative thinking skills are treated as minimalthinking skills are treated as minimal..

-- - Technology is also identified as a tool that Technology is also identified as a tool that has potential to support the has potential to support the competitiveness of Egypt and its people in competitiveness of Egypt and its people in the knowledge-based economythe knowledge-based economy


- -The Internet is a suitable environment for The Internet is a suitable environment for language learners. Students from cross-language learners. Students from cross-cultural classes in different parts of the cultural classes in different parts of the world can collaboratively create a project world can collaboratively create a project by exchanging emails or engaging in online by exchanging emails or engaging in online chats. Thus they will not only learn to use chats. Thus they will not only learn to use the language, they will learn to develop the language, they will learn to develop critical thinking skills as they try to express critical thinking skills as they try to express their own cultural and personal experiences their own cultural and personal experiences through language and other symbolic through language and other symbolic meansmeans. .


- -Web-based group projects can also enhance Web-based group projects can also enhance higher-order thinking skills in a similar fashion. higher-order thinking skills in a similar fashion. These projects enable students to learn critical These projects enable students to learn critical thinking when they critique, negotiate, challenge thinking when they critique, negotiate, challenge or agree with ideas of others (Arnold & Ducate, or agree with ideas of others (Arnold & Ducate, 2006). Contrary to the traditional ESL classrooms, 2006). Contrary to the traditional ESL classrooms, with the use of technology, students can develop with the use of technology, students can develop skills in both researching and thinking critically skills in both researching and thinking critically when finding information from resources on the when finding information from resources on the Internet. They also have opportunities to use the Internet. They also have opportunities to use the target language through reading web pages, target language through reading web pages, writing presentations, listening to peerswriting presentations, listening to peers’’ opinions, opinions, and discussing ideas on interesting issuesand discussing ideas on interesting issues . .


What is ( WEBQUESTS )What is ( WEBQUESTS )??

WebQuestWebQuest –– an inquiry-oriented activity in an inquiry-oriented activity in

which most or all of the which most or all of the information used by learners is information used by learners is drawn from the Web (Dodge, 1998) drawn from the Web (Dodge, 1998) -- could therefore-- could therefore

provide the teacher with a pre-provide the teacher with a pre-defined activity equipped with defined activity equipped with existing databases for the teachers existing databases for the teachers to explore and adapt to suit their to explore and adapt to suit their students and the class objectivesstudents and the class objectives..


WebQuest is a term coined by WebQuest is a term coined by Bernie Dodge and described as Bernie Dodge and described as ““an inquiry-oriented activity in an inquiry-oriented activity in which some or all of the which some or all of the information that learners information that learners interact with comes from interact with comes from

resources on the Internetresources on the Internet””


““a scaffolded learning structure that a scaffolded learning structure that uses links to essential resources on the uses links to essential resources on the World Wide Web and an authentic task World Wide Web and an authentic task to motivate studentsto motivate students’’ investigation of a investigation of a central, open-ended question, central, open-ended question, development of individual expertise, development of individual expertise, and participation in a final group and participation in a final group process that attempts to transform process that attempts to transform newly acquired information into a newly acquired information into a more sophisticated understandingmore sophisticated understanding””


--In order to complete the main task of In order to complete the main task of a a WebQuestWebQuest, students use , students use information from various sources to information from various sources to form their own opinions and share form their own opinions and share them with their group members to them with their group members to create a final project, usually in the create a final project, usually in the form of an oral presentation and/or form of an oral presentation and/or written materials such as brochures, written materials such as brochures, newsletters, or websitesnewsletters, or websites . .


-WebQuestsWebQuests::-are designed to further several learning are designed to further several learning

concepts. Their four underlying constructs concepts. Their four underlying constructs are: (1) critical thinking; (2) knowledge are: (1) critical thinking; (2) knowledge application; (3) social skills; and (4) application; (3) social skills; and (4) scaffolded learning (March, 2007). In sum, scaffolded learning (March, 2007). In sum, WebQuests are inquiry-oriented, group WebQuests are inquiry-oriented, group work-centered, higher order thinking-work-centered, higher order thinking-focused, and selected Internet source-focused, and selected Internet source-heavy (Dodge, 1998)heavy (Dodge, 1998)..


The procedures to complete the task The procedures to complete the task included a number of stepsincluded a number of steps..

FirstFirst, the teacher introduced the students to the , the teacher introduced the students to the topic of the topic of the WebQuestWebQuest and informed them of the and informed them of the task ( task ( Democracy and human rightsDemocracy and human rights ) they needed to complete using the Introduction ) they needed to complete using the Introduction and the Task pages on the WebQuestand the Task pages on the WebQuest..

SecondSecond, the teacher guided the students through , the teacher guided the students through the pre-activity discussion to activate their prior the pre-activity discussion to activate their prior knowledge, as mentioned earlierknowledge, as mentioned earlier . .

Then,Then, the students were directed to gather the students were directed to gather information for the role each was taking by information for the role each was taking by reading the articles provided on the WebQuestreading the articles provided on the WebQuest . .


During this stepDuring this step, the students read the articles with , the students read the articles with their peers who took the same role. (This sub-their peers who took the same role. (This sub-activity could be seen as a scaffolding for reading activity could be seen as a scaffolding for reading the articles and understanding the role.)the articles and understanding the role.)

NextNext, students worked with their group members to , students worked with their group members to pool their research findings and develop pool their research findings and develop PowerPoint presentation slides that explained PowerPoint presentation slides that explained their position on the issue with supporting their position on the issue with supporting evidenceevidence . .

Finally,Finally, the students presented their opinions on the the students presented their opinions on the issue to the class using PowerPoint slides. The issue to the class using PowerPoint slides. The students were also asked to write a journal entry students were also asked to write a journal entry on the issue as homeworkon the issue as homework . .


These steps, therefore, scaffolded the These steps, therefore, scaffolded the students to answer the main issuestudents to answer the main issue..

A good WebQuest focuses on an A good WebQuest focuses on an issue with multiple facets, such as issue with multiple facets, such as social, political, and/or social, political, and/or environmental, and requires more environmental, and requires more than information gathering; students than information gathering; students must process the information in must process the information in order to form their opinions (March, order to form their opinions (March, 1998)1998) . .


March (1998) asserts that the main question March (1998) asserts that the main question on the WebQuest requires students to on the WebQuest requires students to transform information collected from online transform information collected from online resources into something new. This process resources into something new. This process invites students to consider an issue, invites students to consider an issue, compare and synthesize information to compare and synthesize information to form a hypothesis, and suggest a solution. form a hypothesis, and suggest a solution. Additionally, scaffolding techniques, in the Additionally, scaffolding techniques, in the form of specific sub-tasks on the WebQuest, form of specific sub-tasks on the WebQuest, prompt students to engage in higher levels prompt students to engage in higher levels of thinkingof thinking . .


WebQuests and collaborative WebQuests and collaborative learninglearning

Collaborative learning refers to an Collaborative learning refers to an instructional method in which students work instructional method in which students work in small groups for the purpose of achieving in small groups for the purpose of achieving an academic goal. The active exchange of an academic goal. The active exchange of ideas within small groups not only helps ideas within small groups not only helps students learn but also stimulates critical students learn but also stimulates critical thinking (Totten, Sills, Digby, &Russ, 1991). thinking (Totten, Sills, Digby, &Russ, 1991). It allows students to learn from othersIt allows students to learn from others’’ skills skills and experiences (Gokhale, 1995)and experiences (Gokhale, 1995) . .


WEBQUESTS RUBRICSWEBQUESTS RUBRICS

Rubrics can be used to assess Rubrics can be used to assess appropriate WebQuests for studentsappropriate WebQuests for students::

The rubric took into account The rubric took into account five five aspectsaspects, namely vocabulary and , namely vocabulary and grammar, content knowledge, level grammar, content knowledge, level of interest, assistance, and task of interest, assistance, and task demand, to examine whether a demand, to examine whether a WebQuest would be beneficial for WebQuest would be beneficial for EFL studentsEFL students . .


WEBQUESTS STRATEGIESWEBQUESTS STRATEGIES

five types of web-five types of web-based teaching based teaching strategiesstrategies : :

11--namely nominal namely nominal groupgroup , ,

22--debatedebate , ,33--brainstormingbrainstorming , ,

44--invited guest, andinvited guest, and 55--WebQuestWebQuest..


WHAT IS CRITICAL WHAT IS CRITICAL THINKINGTHINKING? ?

--Ennis (1989) defines critical thinking as Ennis (1989) defines critical thinking as ““reasonable reflective thinking focused on reasonable reflective thinking focused on deciding what to believe or dodeciding what to believe or do””

--McPeck (1990) believes that critical thinking McPeck (1990) believes that critical thinking is subject-specific with respect to is subject-specific with respect to particular knowledge in certain fieldsparticular knowledge in certain fields . .

--For Paul (1990), critical thinking is not only For Paul (1990), critical thinking is not only viewed as analytical and evaluative, it is viewed as analytical and evaluative, it is also considered also considered ““the art of thinking about the art of thinking about your thinkingyour thinking””


- -Critical thinking can be seen as an Critical thinking can be seen as an exercise in higher order thinking exercise in higher order thinking skills, associated with the ability to skills, associated with the ability to think logically based on evaluated think logically based on evaluated information according to certain information according to certain criteriacriteria . .


In summary, the body of research In summary, the body of research discussed in this chapter suggests discussed in this chapter suggests that WebQuest has potential to that WebQuest has potential to generate critical thinking among generate critical thinking among students in various subjects and students in various subjects and classroom contextsclassroom contexts . .

Webquests (2)

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