Влияние Технологии Webquests На Успешность Формирования Навыков Чтения И Письма Студентов Университета

Berezova, Liudmyla; Мудра, Світлана; Yakushko, Kateryna

doi:10.33407/itlt.v64i2.1979

Cited by 7 publications

(7 citation statements)

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“…They enjoyed working with their peers to complete the learning tasks. These findings are compatible with the findings on using WebQuest to enhance English writing and reading performance, conducted by Berezova et al (2018). They found that the students were actively engaged with the authentic and collaborative tasks provided through the Internet.…”

Section: Discussionsupporting

confidence: 90%

“…Given the technological advancements in recent years, conducting research on the application of technology in teaching that had been done over the past ten years, and integrating online technology into the learning process were found to have a positive influence on the students' learning engagement (Dunlap & Lowenthal, 2018;Bognar, Sablic & Skugor, 2019). In order to improve the teaching methods and classroom environment, many educational institutions use new technology (e.g., tech-based learning) as part of their language classrooms (Berezova, Mudra & Yakushko, 2018;Dousti, Amirian & Nejadansari, 2021). Technology has the potential to offer quite a number of free learning materials online for learning activities (Teng, 2017;Gao, Shen & Wang, 2020).…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

“…Based on the tech-based learning model, WebQuest includes five parts, namely an introduction, a task, process, evaluation and conclusion (Millsion & Downey, 2001;Sakadineca & Jansone, 2018;Zendler & Klein, 2018;Berezova et al, 2018). These warrant a brief description: a.…”

Section: What Is Webquest?mentioning

confidence: 99%

“…Researchers claim that the WebQuest technology, as an interactive method, can be successfully implemented in the field of teaching foreign languages. They believe that after the implementation of WebQuest and other learning methods such as collaborative projects, problem-based classrooms or flipped classrooms in the field of language acquisition, the learners' language competency performance will be significantly improved (Awada & Dihab, 2018;Berezova et al, 2018;Adanan et al, 2020;Synekop, 2020). Awada and Dihab (2018) investigated student's academic writing performance after integrating Student Team Achievement Division (STAD) and WebQuest into their learning process.…”

Section: What Is Webquest?mentioning

confidence: 99%

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Effect of the Use of WebQuest in a Chinese for Tourism Course at a Thai University: An Exploratory Study

Srisinthon

2021

IJLTER

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In trying to move away from teacher-centred approaches towards student-centred approaches amidst the global Covid-19 pandemic, integrating technology into foreign-language classes has been considered. Under these conditions, this study implemented WebQuest technology in a Chinese for Tourism class, followed by adopting a mixed-methods research approach to investigate the student learning. This study aimed to 1) assess the learning achievement of 63 students as part of a Chinese for Tourism course using WebQuest to provide the instructional materials alongside the face-to-face format, and 2) to collect the learners’ opinion on the WebQuest-based activities. SPSS was used for the quantitative analysis and thematic analysis was used to analyse the interview data. The development of the WebQuest lessons began with a critical and analytical review of the existing literature related to the WebQuest course design. The WebQuest lessons were then implemented for six weeks after which the students’ learning achievements were evaluated. The findings revealed that after using WebQuest, the learners’ Chinese language ability test scores were higher than before utilizing the instrument. The students were satisfied with the WebQuest lessons with varying satisfaction levels for the questionnaire items. The benefits of teaching and learning in connection to the WebQuest lessons got the highest score. From the 15 learners’ semi-structured interviews, it was found that the majority of the learners agreed that teaching and learning through the WebQuest lessons was a modern method offering convenient access due to the lack of time limitations.

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Section: Discussionsupporting

confidence: 90%

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Section: What Is Webquest?mentioning

confidence: 99%

Section: What Is Webquest?mentioning

confidence: 99%

See 2 more Smart Citations

Effect of the Use of WebQuest in a Chinese for Tourism Course at a Thai University: An Exploratory Study

Srisinthon

2021

IJLTER

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“…[24]. L. Berezova and co-authors propose to use Web Quests for improving writing students' abilities [25]. In our recent papers we also describe the experience of using informational technology tools [26; 27; 28] in teaching English.…”

Section: Introductionmentioning

confidence: 99%

SUPPORTING POST-GRADUATE STUDENTS WRITING SKILLS DEVELOPMENT WITH THE ONLINE MACHINE LEARNING TOOL: WRITE & IMPROVE

Костікова

Мясоєдова

2019

ITLT

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The current paper intends to describe the practice and analyze the results of using the website Write & Improve as an additional extra-class tool of developing writing skills in the course of preparation for the FCE exam for post-graduate students. The study has proven the hypothesis that the proposed algorithm for working with the service Write & Improve is effective for teaching FCE Writing for post-graduate students, and provided the experimental research of learners’ progress. Theoretical (analysis and synthesis), empirical (observation, testing, conducting pedagogical experiment) and statistical (calculating the Mean and the Standard Deviation) methods were used to achieve the stated aim. A significant difference was observed in the experimental group of 32 Kharkiv post-graduate university students where the experiment was carried out in 2017/2018 academic year. The obtained results of the experimental research demonstrate post-graduate students’ progress in the FCE Writing Test and can be regarded as the evidence that the service Write & Improve does have a positive impact on mastering post-graduate students’ writing skills. Furthermore, comparing the test results according to 5-band scale in four different criteria (Content, Communicative Achievement, Organization, Language) at the different stages of the course allowed to measure the development rate of the checked English writing skills. The resulting data confirmed the improvement in post-graduate students’ performance in all the criteria of Writing on average by 36.1%; the most significant progress has been in Language (vocabulary and grammar aspects) with the average increase from 3.0 to 4.5 scores (50 %) whereas the least advance to be claimed is in Communicative Achievement with the results ranging from 2.8 to 3.6 (28.6%); it proves the substantial increase. Provided that Write & Improve is implemented systematically with a careful consideration of post-graduate students’ problems and needs, the application of it can be said to have the obvious correlation with post-graduate students’ progress. The authors’ experience is significant in Ukrainian learning context as it proves the effectiveness of using innovative online instruments to teach English Writing to post-graduate students who aim to pass FCE exam.

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Utilizing Web Quest and Collaborative Learning Activities to Enhance EFL University Students’ Performance in Advanced Grammar

El-Maghraby

2023

CDELT Occasional Papers in the Development of English Education

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In this study, the effectiveness of using Web Quest and collaborative learning activities to enhance the performance of EFL students in advanced grammar was examined. Participants were third-year students from the Foreign Languages and Translation faculty at Misr University for Science and Technology. The study created two groups, with 30 students in each: the control group received traditional instruction while the experimental group was presented with Web Quest and collaborative learning activities. Data was collected through pre-and post-tests on advanced English grammar, and the paired samples T-Test was used to compare the two groups' performances. The independent samples T-Test was used to determine any significant differences between the two achieving groups. The results indicated that the experimental group showed a significant improvement in performance over the control group. The study recommends the use of Web Quest and collaborative learning to boost EFL students' grammar learning results.

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Влияние Технологии Webquests На Успешность Формирования Навыков Чтения И Письма Студентов Университета

Cited by 7 publications

References 0 publications

Effect of the Use of WebQuest in a Chinese for Tourism Course at a Thai University: An Exploratory Study

Effect of the Use of WebQuest in a Chinese for Tourism Course at a Thai University: An Exploratory Study

SUPPORTING POST-GRADUATE STUDENTS WRITING SKILLS DEVELOPMENT WITH THE ONLINE MACHINE LEARNING TOOL: WRITE & IMPROVE

Utilizing Web Quest and Collaborative Learning Activities to Enhance EFL University Students’ Performance in Advanced Grammar

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