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Bridging the Web: WebQuests in Writing Classrooms

Bridging the Web: WebQuests in Writing Classrooms

Chia-Pei Wu
Copyright: © 2016 |Volume: 6 |Issue: 3 |Pages: 13
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781466692640|DOI: 10.4018/IJOPCD.2016070103
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MLA

Wu, Chia-Pei. "Bridging the Web: WebQuests in Writing Classrooms." IJOPCD vol.6, no.3 2016: pp.26-38. http://doi.org/10.4018/IJOPCD.2016070103

APA

Wu, C. (2016). Bridging the Web: WebQuests in Writing Classrooms. International Journal of Online Pedagogy and Course Design (IJOPCD), 6(3), 26-38. http://doi.org/10.4018/IJOPCD.2016070103

Chicago

Wu, Chia-Pei. "Bridging the Web: WebQuests in Writing Classrooms," International Journal of Online Pedagogy and Course Design (IJOPCD) 6, no.3: 26-38. http://doi.org/10.4018/IJOPCD.2016070103

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Abstract

In this study, 60 students of an EFL writing course participated in a semester-long WebQuest authoring activity. This activity is designed for students to improve their English learning reading and writing skills in the process of WebQuest creation. The study discussed the use of the Internet technology to mediate classroom activities. The study then investigated how students enhanced their writing skills through WebQuest construction. The study also implemented higher order thinking skills by reflecting on their learning progress. Research data was collected from students' reflective journal, in-depth interview, and the final product of student-created WebQuests. The findings indicated that the experimental design facilitated and mediated classroom discussion and cooperative learning. In addition, it enhanced students' writing skills by reading on the Internet. The higher order thinking skills were also represented in students' WebQuest creativity.

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