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The Efficacy of Legal Videos in enhancin(1)

Short paper
A Short Description of the Current Research
Web Quests, developed by Bernie Dodge and Tom March in early 1995, are inquiry-
oriented activities in which most or all of the information used by learners is drawn from 
the Web (Dodge, 1998). The most frequent classroom use of the Internet is searching for 
web resources to gather information (Grabe & Grabe, 2001).The internet, in general, 
plays a vital role in teaching English ,and web quests in particular raise students ’ 
motivation and help in making the practice of reading and writing more interesting. Web 
quest also serves as facilitator for speaking and writing, and students enjoy the uploaded 
authentic material. In line with Dodge (1998) and Dudeney (2003), Ge Stoks (2002) 
indicated that web quests provide the learners with the opportunity of being exposed to 
the target language by surfing on the web; the problem-solving approach of web quests 
may facilitate language learning.
 
The Use and Creation of the Web Quest 
Whether long term or short term, quality web quests have certain critical attributes 
(Dodge, 1997). These attributes include an introduction, a task, information sources, 
process, guidance, and conclusion. The six attributes of web quest activities were 
adapted for each lesson plan in the Web Quest Writing Instruction program. At the pre-
writing stage, students were provided with a description of a lesson from which a task or 
a problem was introduced and generated. Following a given process and some 
organizational advice, students then searched pre-selected Internet resources pertinent 
to the task or the problem. At the writing stage, students analyzed and synthesized what 
they had found from the Internet-linked information, incorporating it into a written 
assignment. At the post-writing stage, through peer review and revision, students shared 
and discussed their written products, an activity that concluded each web quest writing 
activity. According to Krashen (1984), the best way to learn to write is to receive rich 
and comprehensive input from reading. From the perspective of the reading to writing 
approach, there is no source other than the Internet that is capable of providing such a 
wealth of easily accessible reading materials for writing input. 
Peterson and Caverly (2003) stated that “to nudge students beyond introductory 
knowledge acquisition into the messy world of multiple texts and primary resources, the 
web quest should require critical thinking, rather than a scavenger hunt for answers” (p. 
39). Dodge (1997) suggested that the thinking skills required in a quality web quest 
include comparing, classifying, inducing, deducing, analyzing errors, constructing 
support, making abstractions, and analyzing perspectives. The task also often identifies 
roles for cooperative group members. Each student is assigned a role to play as the 
group completes the assigned activity. 
Next, the resource section provides links to high-quality Internet-based resources that 
students will use to complete the activity. The process section provides a step-by -step 
guide for completion of the activity. The web quest should provide a clear description of 
exactly what students should do to complete the task. Again, the resources may or may 
not be embedded here as anchors to Internet sites. Most quality web quests include an 
evaluation tool or assessment instrument as the next to last section. The evaluation may 
be in the form of a rubric or checklist. Because the task involves some type of inquiry 
learning, paper-pencil types of assessment will not work. The evaluation tool should 
illustrate to students exactly what they should do to be successful. The last section of the 
web quest is the conclusion. The conclusion brings closure to the activity and summarizes 
what the teacher hopes the students have learned as a result of completing the activity. 
The conclusion may also encourage students to extend their recently gained knowledge 
to other domains (Dodge, 1997).Taken together, these sections should form a web quest 
that is reflective, fluid, and dynamic (Watson, 1999). Students are motivated to engage 
in inquiry learning and are provided all the resources and guidance to do so.


-54- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Students are aware of what they need to do to be successful. In addition, they are 
encouraged to use their newly acquired knowledge in different contexts.
Practically speaking, the web quest material is tailored to serve the needs of participants 
who would like to enhance their oral and written English skills. The key language and 
skills participants will learn in the course include vocabulary expansion; effective 
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