WEBQUESTS ANDDEVELOPING EFL CRITICAL    READING SKILLS                BY          MAGDY M. ALY PROFESSOR OF CURRICULUM AND...
SOME HOT ISSUES- Learning English in Egypt is often times associated with learning grammaticalrules.- Critical thinking i...
-In traditional classrooms, learning English to -pass the examinations is often considered theprimary goal, where only lan...
- The Internet is a suitable environment forlanguage learners. Students from cross-culturalclasses in different parts of t...
- Web-based group projects can also enhance higher-orderthinking skills in a similar fashion. These projects enablestudent...
What is ( WEBQUESTS )?WebQuest – an inquiry-oriented activity in which most or all of the information used bylearners is...
WebQuest is a term coined by BernieDodge and described as “an inquiry-oriented activity in which some or allof the informa...
“a scaffolded learning structure that useslinks to essential resources on the WorldWide Web and an authentic task tomotiva...
-In order to complete the main task of aWebQuest, students use informationfrom various sources to form their ownopinions a...
WebQuests: -are designed to further several learning -concepts. Their four underlying constructs are:(1) critical thinking...
The procedures to complete the task                included a number of steps. First, the teacher introduced the students ...
During this step, the students read the articles with theirpeers who took the same role. (This sub-activity couldbe seen a...
These steps, therefore, scaffolded thestudents to answer the main issue.A good WebQuest focuses on an issue with multiple...
March (1998) asserts that the main question onthe WebQuest requires students to transforminformation collected from online...
WebQuests and collaborative              learningCollaborative learning refers to an instructional method in which studen...
WEBQUESTS RUBRICSRubrics can be used to assess appropriateWebQuests for students: The rubric took into account fiveaspects...
WEBQUESTS STRATEGIES            five types of web-based            teaching strategies:            1-namely nominal       ...
WHAT IS CRITICAL THINKING ?-Ennis (1989) defines critical thinking as“reasonable reflective thinking focused ondeciding wh...
- Critical thinking can be seen as an exercisein higher order thinking skills, associatedwith the ability to think logical...
In summary, the body of research discussedin this chapter suggests that WebQuesthas potential to generate critical thinkin...
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Webquests and EFL teaching and learning

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THIS IS FOR MA AND PHD SS.

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DR. MAGDY

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Webquests and EFL teaching and learning

  1. 1. WEBQUESTS ANDDEVELOPING EFL CRITICAL READING SKILLS BY MAGDY M. ALY PROFESSOR OF CURRICULUM AND EFL INSTRUCTION JULY , 2011
  2. 2. SOME HOT ISSUES- Learning English in Egypt is often times associated with learning grammaticalrules.- Critical thinking is often recognized as one of the desirable goals for education, itis considered a skill not promoted enoughin English classrooms .3/24/2012 Dr.Magdy M. Aly
  3. 3. -In traditional classrooms, learning English to -pass the examinations is often considered theprimary goal, where only language skills areemphasized while critical thinking, problemsolving, or creative thinking skills are treated asminimal. -Technology is also identified as a tool that has -potential to support the competitiveness ofEgypt and its people in the knowledge-basedeconomy3/24/2012 Dr.Magdy M. Aly
  4. 4. - The Internet is a suitable environment forlanguage learners. Students from cross-culturalclasses in different parts of the world cancollaboratively create a project by exchangingemails or engaging in online chats. Thus theywill not only learn to use the language, they willlearn to develop critical thinking skills as they tryto express their own cultural and personalexperiences through language and othersymbolic means .3/24/2012 Dr.Magdy M. Aly
  5. 5. - Web-based group projects can also enhance higher-orderthinking skills in a similar fashion. These projects enablestudents to learn critical thinking when theycritique, negotiate, challenge or agree with ideas ofothers (Arnold & Ducate, 2006). Contrary to thetraditional ESL classrooms, with the use oftechnology, students can develop skills in bothresearching and thinking critically when findinginformation from resources on the Internet. They alsohave opportunities to use the target language throughreading web pages, writing presentations, listening topeers’ opinions, and discussing ideas on interestingissues.3/24/2012 Dr.Magdy M. Aly
  6. 6. What is ( WEBQUESTS )?WebQuest – an inquiry-oriented activity in which most or all of the information used bylearners is drawn from the Web(Dodge, 1998) -- could thereforeprovide the teacher with a pre- defined activity equipped withexisting databases for the teachersto explore and adapt to suit theirstudents and the class objectives.3/24/2012 Dr.Magdy M. Aly
  7. 7. WebQuest is a term coined by BernieDodge and described as “an inquiry-oriented activity in which some or allof the information that learnersinteract with comes from resourceson the Internet”3/24/2012 Dr.Magdy M. Aly
  8. 8. “a scaffolded learning structure that useslinks to essential resources on the WorldWide Web and an authentic task tomotivate students’ investigation of acentral, open-endedquestion, development of individualexpertise, and participation in a finalgroup process that attempts to transformnewly acquired information into a moresophisticated understanding”3/24/2012 Dr.Magdy M. Aly
  9. 9. -In order to complete the main task of aWebQuest, students use informationfrom various sources to form their ownopinions and share them with their groupmembers to create a final project, usuallyin the form of an oral presentation and/orwritten materials such asbrochures, newsletters, or websites.3/24/2012 Dr.Magdy M. Aly
  10. 10. WebQuests: -are designed to further several learning -concepts. Their four underlying constructs are:(1) critical thinking; (2) knowledge application;(3) social skills; and (4) scaffolded learning(March, 2007). In sum, WebQuests are inquiry-oriented, group work-centered, higher orderthinking-focused, and selected Internet source-heavy (Dodge, 1998).3/24/2012 Dr.Magdy M. Aly
  11. 11. The procedures to complete the task included a number of steps. First, the teacher introduced the students to the topic ofthe WebQuest and informed them of the task (Democracy and human rights ) theyneeded to complete using the Introduction and the Taskpages on the WebQuest. Second, the teacher guided the students through the pre-activity discussion to activate their prior knowledge, asmentioned earlier.Then, the students were directed to gather information forthe role each was taking by reading the articles providedon the WebQuest.3/24/2012 Dr.Magdy M. Aly
  12. 12. During this step, the students read the articles with theirpeers who took the same role. (This sub-activity couldbe seen as a scaffolding for reading the articles andunderstanding the role.) Next, students worked with their group members to pooltheir research findings and develop PowerPointpresentation slides that explained their position on theissue with supporting evidence.Finally, the students presented their opinions on the issueto the class using PowerPoint slides. The students werealso asked to write a journal entry on the issue ashomework.3/24/2012 Dr.Magdy M. Aly
  13. 13. These steps, therefore, scaffolded thestudents to answer the main issue.A good WebQuest focuses on an issue with multiple facets, such associal, political, and/or environmental, andrequires more than information gathering;students must process the information inorder to form their opinions(March, 1998).3/24/2012 Dr.Magdy M. Aly
  14. 14. March (1998) asserts that the main question onthe WebQuest requires students to transforminformation collected from online resources intosomething new. This process invites students toconsider an issue, compare and synthesizeinformation to form a hypothesis, and suggest asolution. Additionally, scaffolding techniques, inthe form of specific sub-tasks on theWebQuest, prompt students to engage in higherlevels of thinking.3/24/2012 Dr.Magdy M. Aly
  15. 15. WebQuests and collaborative learningCollaborative learning refers to an instructional method in which students work in small groupsfor the purpose of achieving an academic goal.The active exchange of ideas within smallgroups not only helps students learn but alsostimulates critical thinking(Totten, Sills, Digby, &Russ, 1991). It allowsstudents to learn from others’ skills andexperiences (Gokhale, 1995).3/24/2012 Dr.Magdy M. Aly
  16. 16. WEBQUESTS RUBRICSRubrics can be used to assess appropriateWebQuests for students: The rubric took into account fiveaspects, namely vocabulary andgrammar, content knowledge, level ofinterest, assistance, and task demand, toexamine whether a WebQuest would bebeneficial for EFL students.3/24/2012 Dr.Magdy M. Aly
  17. 17. WEBQUESTS STRATEGIES five types of web-based teaching strategies: 1-namely nominal group, 2-debate, 3-brainstorming, 4-invited guest, and3/24/2012 5-WebQuest. Dr.Magdy M. Aly
  18. 18. WHAT IS CRITICAL THINKING ?-Ennis (1989) defines critical thinking as“reasonable reflective thinking focused ondeciding what to believe or do”-McPeck (1990) believes that critical thinking issubject-specific with respect to particularknowledge in certain fields.-For Paul (1990), critical thinking is not onlyviewed as analytical and evaluative, it is alsoconsidered “the art of thinking about yourthinking”3/24/2012 Dr.Magdy M. Aly
  19. 19. - Critical thinking can be seen as an exercisein higher order thinking skills, associatedwith the ability to think logically based onevaluated information according to certaincriteria.3/24/2012 Dr.Magdy M. Aly
  20. 20. In summary, the body of research discussedin this chapter suggests that WebQuesthas potential to generate critical thinkingamong students in various subjects andclassroom contexts.3/24/2012 Dr.Magdy M. Aly

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