An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: a mixed-methods study

Ebadi, Saman; Rahimi, Masoud

doi:10.1080/09588221.2018.1449757

Cited by 85 publications

(67 citation statements)

References 33 publications

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“…To conclude, it was established that there is a significant difference in students' critical thinking taught with WebQuest based instruction and conventional mode of teaching favoring the former. The results obtained were in correspondence with the studies done by Cigrik (2010), Zhou et al (2012), Auditor & Roleda (2014), Ahmed (2016) and Ebadi & Rahimi (2018). The null hypothesis that there will be no significant difference between critical thinking of students taught through WebQuest based instruction and conventional teaching strategy is therefore rejected.…”

Section: Resultssupporting

confidence: 87%

Using WebQuest Based Instruction to Enhance Students’ Critical Thinking

Bansal

Dutt

2020

Issues Ideas Educ.

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The study was executed to investigate the effects of teaching via WebQuest Based Instruction on students’ critical thinking in comparison to teaching through traditional mode of instruction. Murthy Critical Thinking Scale (2014) was used to assess students’ critical thinking. The study was carried out with ninth grade science students who were selected from government schools of Chandigarh and were randomly separated into two groups: the control group who received conventional mode of instruction and experimental group exposed to WebQuest based instruction created by the researcher. Both descriptive as well as inferential statistics (t-test) were employed to analyze the data. The findings of the research illustrated a noteworthy variation in critical thinking between two groups where students of experimental group dominated over control group students, hence demonstrating the substantial positive effect of WebQuest based instruction on student’s critical thinking. In view of the acquired results, the researcher recommended the use of WebQuest based instruction during teaching learning process and also proposed to provide proper training to teachers in how to implement the WebQuest in educational practices.

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Section: Resultssupporting

confidence: 87%

Using WebQuest Based Instruction to Enhance Students’ Critical Thinking

Bansal

Dutt

2020

Issues Ideas Educ.

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“…For those receiving e-PF, effective e-PF not only generates their learning motivation but also provides them helpful guidance to identify the gaps between their own current learning abilities and their outcome expectations (Yang, 2016). From the identifications of both strengths and weaknesses in their own texts as well as the reflection on suggested concrete ideas to produce better pieces of work, they broaden and deepen their own thinking (Ebadi & Rahimi, 2018). The development of reflective thinking among e-PF receivers is facilitated when they reflect on their peers' suggestions and make decisions on whether accepting or rejecting these revisions (Ching & Hsu, 2016;Novakovich, 2016).…”

Section: E-peer Feedback and Reflective Thinkingmentioning

confidence: 99%

“…Students are able to see themselves actively engaged in knowledge construction by sharing their pieces of work with a wider audience, managing their own learning, and refining what they have previously acquired through their critical reflection (Faizi, 2018). Against the face-to-face mode and paper-based feedback, e-PF not only facilitates argumentative interaction (Cheng et al, 2015;Ebadi & Rahimi, 2018;Noroozi & Hatami, 2019) but also increases the levels of validity and reliability of peer comments (Shang, 2019;Wu, 2019;Xu & Yu, 2018). E-PF creates a non-threatening environment where students with lower levels of proficiency are able to equally engage and contribute to the process of peer comments (Wu, 2019).…”

Section: Introductionmentioning

confidence: 99%

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

et al. 2020

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Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has been conducted to examine whether e-PF can be incorporated in Confucian heritage culture (CHC) contexts. With a sample of 40 Vietnamese university students, the purpose of this study was threefold: (a) to explore whether e-PF improved students’ global and local features of EFL academic writing; (b) to investigate whether e-PF provoked students’ reflective thinking; and (c) to determine whether the two core principles of Confucian values, namely, the concept of face and power distance influenced the implementation of e-PF. Data were collected through pre- and post-questionnaires, e-PF content, and reflective logs. The qualitative and quantitative results showed that e-PF improved the quality of global and local writing aspects. Using e-PF also espoused both e-PF providers and receivers to develop reflective thinking by heightening their cognitive processes. Students were found to overcome the Confucian cultural barriers to get engaged in giving and receiving critique from their peers. The study, therefore, adds to the existing knowledge about the significance of e-PF in improving students’ writing skills and nurturing reflective thinking in CHC cultures.

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“…For example, Chang, Chen, and Hsu (2011) studied 6th grade students’ ( N = 106) in an outdoor environmental education context and reported that the students who used Webquests performed better than a control group. Similarly, in an adult learning setting ( N = 20), Ebadi and Rahimi (2018) found that students who engaged with Webquests outperformed a control group in terms of critical thinking and academic writing. However, the literature on WebQuests also includes studies that suggest problems with learners not feeling comfortable with WebQuests ( Koc & Bakir, 2010 ), and preferring more traditional computer-assisted activities ( Peters, Weinberg, & Sarma, 2009 ), and that some teachers may implement WebQuests without fidelity to the intended model ( Dodge, 2001 ).…”

Section: Background and Literaturementioning

confidence: 91%

Transformative instruction or old wine in new skins? Exploring how and why educators use HyperDocs

Carpenter

Trust

Green

2020

Computers & Education

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HyperDocs are interactive, digital teaching and learning materials created, disseminated, and remixed by educators. To date, HyperDocs have not been the subject of published, peer-reviewed research. To address this research gap, we engaged in exploratory, primarily qualitative research to systematically examine how and why teachers use HyperDocs. We used an online survey to gather data on educators’ ( N = 261) uses of and perceptions regarding HyperDocs. Analysis suggested a wide range of definitions of, purposes for, and approaches to HyperDoc use, indicating that educators are adapting HyperDocs to their practice in myriad ways. Consistent with the openness and flexibility in finding, remixing, and using HyperDocs, educators identified a number of benefits of using these tools in their practice, including changes in student engagement and learning, shifts in instructional design and delivery, and changes in their own support and dispositions. Analysis of examples of HyperDocs shared by a subset of participants suggested some mismatch between rhetoric about HyperDocs and what was actually incorporated into them. We discuss these findings in relation to the work of educators and the future of research on HyperDocs and other crowdsourced teaching and learning initiatives.

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An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: a mixed-methods study

Cited by 85 publications

References 33 publications

Using WebQuest Based Instruction to Enhance Students’ Critical Thinking

Using WebQuest Based Instruction to Enhance Students’ Critical Thinking

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

Transformative instruction or old wine in new skins? Exploring how and why educators use HyperDocs

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