An Exploration into the Impact of WebQuest-Based Classroom on EFL Learners' Critical Thinking and Academic Writing Skills: A Mixed-Methods Study

Autor/inn/en	Ebadi, Saman; Rahimi, Masoud
Titel	An Exploration into the Impact of WebQuest-Based Classroom on EFL Learners' Critical Thinking and Academic Writing Skills: A Mixed-Methods Study
Quelle	In: Computer Assisted Language Learning, 31 (2018) 5-6, S.617-651 (35 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ebadi, Saman) ORCID (Rahimi, Masoud)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2018.1449757
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Academic Discourse; Web Based Instruction; Critical Thinking; Writing Skills; Foreign Countries; Language Tests; Test Preparation; Cognitive Tests; Thinking Skills; Student Attitudes; Adult Students; Iran; International English Language Testing System; California Critical Thinking Skills Test (College) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Web Based Training; Kritisches Denken; Writing skill; Schreibfertigkeit; Ausland; Language test; Sprachtest; Kognitiver Fähigkeitstest; Denkfähigkeit; Schülerverhalten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Language tests; Englisch
Abstract	The present study explored the impact of WebQuest-based classroom on EFL learners' critical thinking and academic writing skills by collecting and analysing the data through a sequential explanatory mixed-methods approach. Two intact classes, each with ten EFL learners, attending an IELTS course at a language institute in Sanandaj, Iran, took part in the study. California Critical Thinking Skills Test form B was used to assess the participants' critical thinking skills, IELTS academic writing task 1 and task 2 were used to assess their academic writing skills, a semi-structured interview was conducted to assess their perceptions towards the impact ofy the WebQuest-based classroom on critical thinking and academic writing skills, and the researcher/instructor journals were used to contribute to the qualitative findings. One-way MANOVA and one-way MANCOVA were used to analyse the quantitative data. The results revealed that both the WebQuest-based and the face-to-face classrooms developed the learners' critical thinking and academic writing skills, while the former outperformed the latter both in post- and delayed post-tests (i.e. short and long term effects) and took fewer sessions to cover the required materials. In addition, thematic analysis, used to analyse the qualitative data, uncovered a number of themes which addressed the learners' positive perceptions towards the impact of the WebQuest-based classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01