“the incidence of using webquests on the teaching-learning process of english foreign language...
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“The incidence of using WebQuests on the teaching-learning process of English
Foreign Language (EFL) for students attending
the seventh year of basic education at
República de Panamá School, 2010-2011
school year”.
Dissertation Theme
IntroductionWhy was this theme chosen?
Importance of English Foreign Language.Traditional strategies used in EFL teaching-learning process.Low level of competence in the target language.Lack of motivation in students.Need to reverse this situation.
What to do?
Implementation of innovative teaching strategies as WebQuests in the EFL teaching-learning process.
Subjects of study
Students attending 7th. year of Basic Education at Republica de Panama School. 2
Problem Identification
3
LOW LEVEL OF ENGLISH
KNOWLEDGE AND PERFORMANCE IN
STUDENTS
Lack of students' motivation
Teachers use traditional methods
Deficient EFL teaching-learning process , especially in Public
Schools
Not applying innovative strategies
in classrooms
Traditional instructions limit the
learning process
Does the use of the WebQuest Strategy have any incidence in the teaching-learning
process of EFL?
Variables Working Out
Dependent Variable:The Teaching-Learning Process
Independent Variable: WebQuests
4
Objectives
5
OBJECTIVES
General
To determine the incidence of using WebQuests on the Teaching-Learning
Process of EFL.
To propose the implementation of WebQuests on the Teaching-
Learning Process of EFL.
Specific
To carry out an analysis about the use of WebQuests on the Teaching-
Learning Process of EFL.
To design a sample guide for implementing WebQuests in the
EFL curriculum.
To promote the students’ motivation to learn English
through the use of WebQuests.
Justification
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English Foreign Language
Facilitates communication Most spoken language
around the world
Mandatory instruction due to its importance
Why?
Low level of English knowledge,and performance in students
Current English knowledge?
Lack of motivation in
students
Traditional strategies used in
teaching-learning process What to do?
Technology offers innovative toolsfor using in teaching-learning process
of EFL
Options Results
Web tool= WebQuest Strategy* Construct knowledge* Higher thinking skills
* Motivation
Improvement of EFL teaching-learningLanguage Skills Development
Competence/performance
Theoretical Framework
THEORETICAL AND CONCEPTUAL FOCUS
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THE TEACHING-LEARNING PROCESS
Definition: Act performed by means of the effective interaction of teachers, learners, contents, and the appropriate teaching resources and strategies.
Objective: Achieve predetermined academic goals.
Students' acquisition of knowledge (effective learning)
Learning Theories: Behaviorism Cognitivism
Constructivism
Theoretical Framework
8
ELEMENTS OF TEACHING-LEARNING PROCESS
TEACHER
LEARNER
CONTENTTEACHING
RESOURCES AND STRATEGIES
LEARNING ENVIRONMENT
E.g. an INNOVATIVE strategyas WebQuests is a good optionthat can have a positive effect on students' attitudes to learn.
• Role (impart knowledge, create learning-environment).
• Characteristics and Behavior in classroom.
• Role (active participants)
• Characteristics and Behavior in classroom.
Effective interaction
of all the elements
facilitates the teaching-learning
process.
• The content is what is taught and determined by learning objectives.
• It stimulates the flow of communication of all the participants.
The STUDENT-ACHIEVEMENT or OUTCOME is the primary focus on
the teaching-learning process.
• Physical tools such as: computers, books, etc.
• Teaching strategies or methods used by teachers to instruct in classrooms such as lecture, role play, etc.
Theoretical Framework
9
WEBQUESTS
Definition: According to Bernie Dodge (1995), “a WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet”.
General benefits:
• Easy implementation in the curriculum.• Engage students in active learning.• Promote understanding and construction of knowledge.•Useful way of using internet for teaching and learning•Avoid the burdensome of using internet (preselected resources).•Use of technology arouses students' interest to learn.
Theoretical Framework
10
WEBQUESTS
Types
Short-Term
Long-Term
General Attributes
Critical
Non-critical
Components
Introduction
Task
Process
Resources
Evaluation
Conclusion
Theoretical Foundations
Constructivism
Motivation
Cooperative Learning
Criteria for designing the
strategy
* Attractive Start* Challenging Task or Topic* Definition of Roles /Distribution of Groups* Transformative Thinking- useful information* Correct use of Web resources
Theoretical Framework
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THE WEBQUEST STRATEGY IN THE TEACHING-LEARNING
PROCESS OF EFL
Promote motivation in students
Engage students in learning the target
language
Real communication in the target language
Effective way for teachers when instructing EFL
Development of language skills
Student achievement is
possible
Cooperative work-interaction and
practice with the target language
Construction of significant knowledge
Theoretical Framework
HYPOTHESIS SYSTEM
WORKING HYPOTHESIS
The WebQuests have a positive incidence on the teaching-learning process of EFL for students attending the seventh year of basic education at Republica de Panama School.
NULL HYPOTHESIS
The WebQuests do not have any incidence on the teaching-learning process of EFL for students attending the seventh year of basic education at Republica de Panama School. 12
Methodological Design
13
RESEARCH TYPE AND DESIGN
• Type of research: Basic, descriptive and of field.• Research design: Quasi-experimental- establish cause-effect relationship by manipulation of variables and treatments.• Not random assignment of the sample (control and experimental group).• Pre/Post-Test Design.
POPULATION AND SAMPLE
• Population: All the students of Republica de Panama School (145individuals)
• Sample: Convenience sampling method. The selected sample was representative for this study: 44 studentsattending the 7th grades of basic education.
- 7th grade A- experimental group (22 students)- 7th grade B- control group (22 students)
FIELDING
The study was carried at Republica de Panama School. •Participation: Students (control and experimental group), EnglishTeachers, and researcher.• Control group worked with its regular curriculum.•Experimental group was subject of the application of the treatment(WebQuest strategy)• All the students were tested before and after the experiment.
INSTRUMENTS FOR DATA COLLECTION
• Techniques: Survey, observation, interview and tests.• Instruments: Questionnaires (survey and interview), check list(observation class), pre and post-tests
PROCESSING AND ANALYSIS
• Data: Quantitative and qualitative data was organized, processedand analized in order to get the conclusions.• Descriptive statistics: Measures of central tendency and dispersion.
Testing the Hypothesis
14
GRAPHICAL EXPOSITION OF RESULTS
PRE-TEST RESULTS
13,00
11,00
9,00
13,0014,00
15,0014,50
12,00
14,50
12,0013,00
10,00
14,0013,50
15,50
14,0014,50
13,0014,00
13,0012,50
14,00
0,0
5,0
10,0
15,0
20,0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
SCOR
E
STUDENTS
Experimental Group
SCORE
MEANMean 13,14
13,50
10,0011,00
13,0013,50
15,50
12,50
16,00
14,50
11,50
13,5013,00
12,00
14,5014,00
12,00
15,5015,00
13,0013,50
13,00
15,00
0,0
5,0
10,0
15,0
20,0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
SCOR
E
STUDENTS
SCORE
MEANMean 13,41
Control Group
15
COMPARISON OF PRE-TEST RESULTS
13,41 13,14
0
2
4
6
8
10
12
14
16
18
20
CONTROL GROUP EXPERIMENTAL GROUP
SCO
RES
MEAN
According to the analysis of the mean of the pres-tests applied to the students, it was concluded that both the experimental (mean 13,14) and the control group (mean 13,41) had a low level of English knowledge.
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POST-TEST RESULTS
16,50
14,50
13,00
17,00
14,00
16,5016,0015,50
17,50
15,0016,00
13,50
16,0016,50
18,50
14,00
16,0016,0017,00
15,5015,50
17,00
0,0
5,0
10,0
15,0
20,0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
SCORE
STUDENTS
Experimental Group
SCORE
MEAN
Mean 15,77
13,5012,50
11,00
13,0014,00
15,00
12,50
15,00
17,00
11,00
13,5014,50
13,0014,0014,00
11,00
16,0015,00
12,00
14,0013,00
15,00
0,0
5,0
10,0
15,0
20,0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22SCO
RE
STUDENTS
SCORE
MEANMean 13,61
Control Group
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COMPARISON OF POST-TEST RESULTS
13,61
15,77
0
2
4
6
8
10
12
14
16
18
20
CONTROL GROUP EXPERIMENTAL GROUP
SC
OR
ES
MEAN
According to the analysis of the mean of the post-tests applied, it was concluded that the mean of the experimental group (15,77) increased after the application of the WebQuest strategy in the teaching-learning process of EFL during the month of the experiment, while the mean of the control group (13,61) which worked with the regular curriculum program, did not have important changes.
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GENERAL ANALYSIS
The calculation of the mean of scores obtained by experimental and control group in the first test, determined their low level of English knowledge and in the second one, the significant difference of performance between the students who worked with WebQuests and those who did not.
Conclusion: Control group got low scores in both tests, but the experimental group showed a higher performance in the second test, which means the integration of WebQuests in the EFL curriculum had the expected result: Motivate students to learn the target language, improve competence, and increase performance considerably.
TESTING THE HYPOTHESIS
T-test was used to compare the difference between the two means obtained and determine a significant difference to reject the hypothesis.
FORMULA:
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STATISTICAL DECISION
It was obtained t=4.965 which is higher than the critical value, for this the null hypothesis is rejected. Therefore, the work hypothesis is accepted as valid, because using WebQuests had a positive incidence on the teaching-learning process of EFL for students attending the 7th grade at Republica de Panama School.
STATISTICAL RESULTS
Degree of freedom 42
Significance level 0.10
Critical value 1.682 (t-student table)
T result 4.965
The T result must be higher than the critical value
in order to reject the hypothesis.
SCORE MEAN (S-M)² SCORE MEAN (S-M)²
Xi X1 (Xi-X1)² Xi X2 (Xi-X2)²
16,50 15,77 0,533 13,50 13,61 0,012
14,50 15,77 1,613 12,50 13,61 1,232
13,00 15,77 7,673 11,00 13,61 6,812
17,00 15,77 1,513 13,00 13,61 0,372
14,00 15,77 3,133 14,00 13,61 0,152
16,50 15,77 0,533 15,00 13,61 1,932
16,00 15,77 0,053 12,50 13,61 1,232
15,50 15,77 0,073 15,00 13,61 1,932
17,50 15,77 2,993 17,00 13,61 11,492
15,00 15,77 0,593 11,00 13,61 6,812
16,00 15,77 0,053 13,50 13,61 0,012
13,50 15,77 5,153 14,50 13,61 0,792
16,00 15,77 0,053 13,00 13,61 0,372
16,50 15,77 0,533 14,00 13,61 0,152
18,50 15,77 7,453 14,00 13,61 0,152
14,00 15,77 3,133 11,00 13,61 6,812
16,00 15,77 0,053 16,00 13,61 5,712
16,00 15,77 0,053 15,00 13,61 1,932
17,00 15,77 1,513 12,00 13,61 2,592
15,50 15,77 0,073 14,00 13,61 0,152
15,50 15,77 0,073 13,00 13,61 0,372
17,00 15,77 1,513 15,00 13,61 1,932
Σ= 347,00 38,36 Σ= 299,50 52,97
n= 22 n= 22
X1= 15,77 S= 1,744 SD=1,321 X2= 13,61 S= 2,408 SD=1,552
EXPERIMENTAL GROUP POST-TEST CONTROL GROUP POST-TEST
T- Testt= 15.77 -13.61√ 1.321² + 1.552²
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t= 2.16√ 1.745 + 2.409
22
t= 2.16√ 4.154
22
t= 2.16√ 0.189
t= 2.16
t=
0.435
4.965
CONCLUSIONS RECOMMENDATIONS
WebQuests had a positive incidence on the teaching-learning process of EFL.
All the students showed a low level of English knowledge after applying the pre-test.
WebQuests should be included into the curriculum program to improve the teaching-learning process of EFL.
Traditional strategies did not arouse students´ interest in learning EFL. Lack of motivation to learn.
Appropriate teaching strategies should be used for students to feel motivated to learn EFL.
Experimental group showed more interest in learning EFL when using the WebQuest strategy and also increased their performance.
After using WebQuests, the experimental group showed a better development of language skills, especially in writing, reading, and speaking.
Teachers should work with appropriate teaching resources that help students to acquire a better EFL competence and develop their language skills.
Schools and teachers should analyze the importance of using new teaching strategies in order to achieve the student outcome.
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CONCLUSIONS AND RECOMMENDATIONS
21
The Proposal
“Sample guide for the development and implementation of the WebQuest
strategy in the EFL curriculum”
DESCRIPTION:
It is a guide for teachers to learn how to develop and implement the WebQuest strategy in the EFL curriculum of Republica de Panama School, which will be a new tool to teach the target language to the students and motivate them to learn and achieve its competence.
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OBJECTIVES: To learn how to design and apply the WebQuest strategy in
the EFL classrooms.
To implement the WebQuest strategy in the EFL curriculum as a practical tool to improve the teaching-learning process.
To include interactive activities in the EFL curriculum by means of WebQuests for students to feel motivated to learn English and increase their performance .
FEASIBILITY
•Easy to create and implement.•Resources available for the implementation (internet access, computers).•The need of new teaching strategies in the EFL curriculum program to improve the teaching-learning process.•Active participation of students and teachers.•Useful and practical tool for teachers and students.
IMPACT
•Students can acquire better competence in the target language.•EFL teachers can improve their teaching in classrooms.•Instructions will be moved from teacher-centered to learner-centered.•Integration of new strategies improves the EFL teaching-learning process.•Increase students' motivation and performance.•Promote cooperative learning and construction of knowledge. •Achievement of educational goals (teachers and students).
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STRUCTURE AND DEVELOPMENT:
DEFINITION
STRUCTURE1. Introduction2. Task
3. Process4. Resources
5. Evaluation6. Conclusion
RECOMMENDATIONS FOR DESIGNING
IMPLEMENTATION IN THE CURRICULUM
• Activities oriented to motivate students.• Attractive background information.• Establish and attain learning goals.• Tasks should imply the significant use of EFL. • Use resources from web properly.• Process planned to practice language skills.• Activities focused on students’ needs.• Activities encourage: thinking, reasoning, and understanding in students.
• Integration in the curriculum as another traditional activity. (according to the contents, included in lesson plans)• Take into account classroom goals.• Explain students how to use the activity, benefits, expected results.• Give students background information about the topic.• Tutor the activity all the time (solving questions, misunderstandings, new vocabulary, etc.)• Review all resources (links) work normally.• Encourage cooperative work to accomplish the tasks.• Match less proficient with more proficient students.• Assessing the students´ performance after finishing the activity.
WEBQUEST STRATEGY FOR EFL CURRICULUM PROGRAM
Inquiry-oriented activity in which the information that learners interact with comes fromresources on the internet. The short-term WebQuests are recommendable for new users ofthe strategy, which could last from 1 to 2 class-hours.
• Technology available (computers and internet access).• The platform to be used is “CREATE WEBQUEST” http://www.createwebquest.com/ (for further works it could be used any website or platform)• Creation of an account for each EFL teacher in the platform.• EFL resources and materials. (Teachers search their own material, online ones is mandatory).
TOOLS REQUIRED
WEBQUEST STRATEGY DEVELOPMENT:
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STEP 1. Go to the platform page to create the WebQuests and click button
STEP 2. Write the title of the topic. The first page shows links to the other parts of the WebQuest.
1 2
Create WebQuest
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STEP 3. The background of the topic will be placed by clicking the INTRODUCTION link. Save the information in each section by clicking button .
STEP 4. Click the option on the tool bar that appears in all sections to select font, color, and insert images.
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Save
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STEP 5. The TASK and the PROCESS sections follow the same steps as in the introduction part.
5
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STEP 6. The RESOURCES are linked in the process section, by clicking the link button on the tool bar. Write the name of the website and update it.
STEP 7. The EVALUATION and the CONCLUSION sections follow the same steps as in the introduction part.
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7
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At this point, the WebQuest is completely done and ready to be used in the classroom. This is a sample of the final work that can be seen by clicking the button at the bottom of the page:
Preview
Preview
In sum, the WebQuest strategy is a useful tool for teachers to impart the target language. The appropriate creation and application of this activity is mandatory if
teachers want their students to be motivated to learn and acquire a better competence. This work is presented as a guide for teachers to learn how to create a new strategy
that facilitates and improves the teaching-learning process of EFL.
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THE END
AUTHOR: María Belén Sánchez
ADVISORS: Msc. Lilián Ávalos
Dra. Dolores Paredes