Student-centered and cooperative learning approaches, constructivist teaching practices as well as student enthusiasm for learning were examined during the research. Although they agreed that these strategies had educational values, they stated that only the strategies in the modules Integrating Web Resources and WebQuest were practical and applicable to their classrooms.
Practicing teachers are surveyed about their WebQuest-use to identify positive and negative outcomes of the activity.
The literary MOO, used in conjunction with the novel Brave New Worldhelped students evoke and elaborate on the story world of the text, make personal connections between the text and their own lives, and discuss the text in an egalitarian and collaborative way.
It is thus recommended that EFL teaching practitioners adopt the WebQuest model in making use of web resources for their instruction.
The participants were grouped by their perceptions of self-efficacy with web-based instruction low, medium and high. The researcher engaged in action research, a branch of qualitative research, to determine if experiential learning methodologies, such as inquiry and research, could increase motivation, self-efficacy, and academic autonomy in Latin students.
Surveys, course electronic-conference transcripts, questionnaires, and preservice teacher-created WebQuests are the primary sources of evidence. Capable of providing rich, real language input through interactive hypermedia functions, web resources promise to bring about positive learning outcomes that traditional classroom materials alone cannot achieve.
Findings showed that within each of these themes of interaction, language served as a medium of socialization to norms, preferences, and expectations that reflected local and nonlocal forms of social organization and culture. Next, through an examination of hypertext, it proposes that the digital medium can meet both concerns, and supplies a theoretical model for implementing digital technology in the literature curriculum.
Four teachers from an elementary school volunteered to test and evaluate the course. Within each module, integration strategies were presented along with successful stories, an interactive quiz, and a self-assessment practice.
Using the Internet to research curriculum-based topics at the grade five level Bryand, David A. The results indicate that the students in the treatment group outperformed the students in the control group.
The study also documents how three preservice teachers were able to use WebQuests in their intern teaching. A quasi-experimental research designed was employed for this study.
The model has three levels: The results of survey indicated an overall positive attitude toward the WebQuest learning. You can view the archive here. Implications for effective teaching and learning strategies that have an impact on student learning are also highlighted. Next, an initial set of more than 60 prescriptive guidelines for designing OILEs was created.
Students in two junior college second-year classes at a college of foreign languages in southern Taiwan provided the subjects of this study.
A case study of preservice teachers working individualistically and collaboratively Roberts, Leanne M. Also, three other general issues were discussed: Students competently communicated and interpreted the meaning indexed in the language usage of their group, as their acts and stances instantiated particular social activities and identities in order to achieve particular social ends.
These strategies, which had been successfully used by many educators, were organized into 4 modules. WebQuests and Web 2.
A case study of the use of an inquiry-based instructional strategy with rural minority at-risk, middle grade students Swindell, James Wilson, Jr. In order to understand online inquiry-based learning environments and articulate design guidelines, three cases that used an inquiry-based learning approach on the Web were selected: Student motivation, self-efficacy and task difficulty in Web-based instruction Reinhart, Julie Marie, Ph.
The treatment group received a researcher developed WebQuest learning module embedded in a traditional EFL instruction, while the control group received traditional text-only EFL instruction.
This project report concludes with recommendations for future developers of online instructional systems. Analysis revealed that scoring patterns across all six social learning style preference categories were a weak predictor of WebQuest role choice.
To effectively integrate web resources into EFL English as a Foreign Language writing instruction, the researcher designed the WebQuest Writing Instruction WWI on the basis of the WebQuest model with an assumption that such a pedagogical model supports major learning and second language acquisition theories.
In addition, students had a favorable perception of the WWI, recognizing more advantages than disadvantages of language learning through web resources.
The study suggests that providing a structured, active, hands-on, and technology-rich cooperative classroom environment for at-risk African-American males produce these positive results: They filled out a survey to rate the course in 4 categories.
There is a need to study this topic because of the increased use of web-based technologies for educational purposes.Research About WebQuests.
There are many graduate students world wide conducting thesis and dissertation research on the effectiveness of WebQuests. Some of these studies have made it into print as well, though the number of data-based studies in refereed journals is still small.
The Achilles' heel is their failure to enhance communicative competence. Communicative skills are best practiced in role plays, group discussions, presentations, real world scenarios. I maintain, and will try to prove through research, that linguistic proficiency does not inevitably lead to communicative competence.
Fostering academic competence or putting students under general resume maker software rapidshare The Best Essays of - Longform's Best of communicative competence and theory of mind* Verbal communicative competence (VCC) is defined by Hymes () as the competence of language use appropriate to other participants of the communicative interaction, and.
a communicative competence perspective on difficulties in l2 reading a thesis submitted to the graduate school of social sciences of middle east technical university. The objective of this study is to develop the communicative competence in undergraduate A2 students of English as a Foreign Language, through the design and implementation of a WebQuest.
The design is based on the principles of Communicative Language Teaching and Task-based Instruction.Download