O n f e r e n c e

 
The Web Quest Instruction versus the Traditional Instruction in the English 
Classrooms 
In general, the results of the comparative studies have indicated that Web-based 
language instruction produced better writing quality and more writing quantity than 
traditional classroom instruction (Braine, 1997; Ghaleb, 1993; Liou, 1997; Sullivan & 
Pratt, 1996). However, a few studies have found that Web-based language instruction 
had non-significant or negative effects (Biesenbach-Lucas & Weasenforth, 2001; Leh, 
1999). 
 
Web quests help students retain more information, understand concepts more rapidly 
and are more enthusiastic about what they are learning. With the web quest as one 
component in a thoughtful lesson plan, students often make new connections between 
curriculum topics, and discover links between these topics and the world outside the 
classroom. By exploiting the posted PowerPoint presentations, videos, checklists, and 
rubrics, teachers can reach students with a variety of learning styles, especially visual 
learners, help students practice media literacy and critical viewing skills and provide a 
common experience for students to discuss.

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-57- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
The review of literature conducted by the authors has revealed mixed results concerning 
the extent of the efficiency of the web quest in enhancing the reading, listening, speaking 
and writing skills of the EFL learners. 
Teacher evaluation of Web-based language activities, including those using Internet 
resources, has shown that students perceived more advantages than disadvantages 
(Aida, 1995; Mak & Mak, 1995; Shetzer, 1995; St. John, 1995). The advantages are the 
provisions of rich, authentic, and current information, exposure to colorful visual 
elements, enhanced flexibility of individual learning pace, reinforced learning of the 
subject matter, heightened motivation, and increased interest.
The findings, conveyed through the comparison between the differences in the mean 
score of the pretests and posttests of the experimental and the control groups, have 
indicated that the use of the web quests resulted in a better writing skills and motivation 
reported by the experimental group than those yielded by the control one. Moreover, the 
motivation, rendered by the use of the web quests could help students build up their 
writing skills.
Web quests can motivate students, introduce a new concept, reinforce a previously 
learned concept, enhance and expand current knowledge. Web quests can expose 
students to people, places, and events that other learning resources can't. They can also 
serve as enhancement to the lesson of study. 
The WQWI enables the teachers to: 
1.
Implement web quest in language teaching.
2.
Carry out an action plan to enhance instructional materials pertinent to a thematic 
unit. 
3.
Discuss a range of print and non-print resources required for English language 
teaching. 
4.
Discuss the rationale and procedures of using web quest as teaching tool. 
5.
Assess the quality of thematic instructional units. 
6.
Design authentic materials for English language teaching. 
7.
Create a thematic teaching unit.