Nowadays, it is inconcievable to design EFL lessons without using some form of electronic materials as resource: they are easily accesible, very cheap (a lot of them are completely free) and they can cater to almost every student's need. Naturally, some teachers may wonder how to incorporate electronic materials in their lessons in a more structured way: that is what Internet Based Project Work and Webquests are designed for.
According to Dudeney & Hockly (2007), Internet Based Projects are "a natural progression from using individual web pages and websites in the classroom" (p. 44) and "a structured way for teachers to begin to incorporate the Internet into the language classroom" (ibid.). Naturally, they allow learners to use language communicatively in meaningful situations (authenticity), as they are used to navigating the web in a daily basis. Therefore, every teacher should try this form of lesson planning with their students.
In connection with the idea of using language communicatively and in an authentic manner, Internet Based Project Work and Webquests make use not only of web 1.0 content like "online dictionaries and encyclopaedias and most institutional websites where users can find information but cannot interact with it" (Ledesma, 2017, p. 1) but also web 2.0 content, in which "users can now interact with each other and they can create their own material to be posted online (ibid.). These materials can further stimulate interaction while encouraging critical thinking, since learners can use these materials to transform information rather than only repeat what they would find in a web 1.0 website (Dudeney & Hockly, 2007). However, the use of web 2.0 materials has some drawbacks, such as that "not all the material found online can be considered accurate or reliable" (Ledesma, 2017, p. 2). Consequently, teachers should critically assess the materials they intend to incorporate in their lessons.
As regards Internet Based Project Work and Webquests, they have some distinct features, for example:
Internet Based Project Work
It is less structured than a webquest and "can range from a simple low-level project like making a poster presentation about a famous person to high-level investigative work where learners research a subject and present polemical views and opinions in a report or debate" (Dudeney & Hockly, 2007, p.45).
Only needs four clear parts to be planned by the teacher: topic, task (the information learners will need to find), resources (selection of websites learners will interact with), and outcome (final purpose of the project) (Dudeney & Hockly, 2007).
Webquest
It is an "inquiry-oriented lesson format in which most or all the information that learners work withcome from resources on the Internet" (Dodge in Abdallah, 2021, p. 83).
It can be divided in short-term webquests, which can be completed in 1 - 3 class periods and are focused on knowledge acquisition and integration; and long-term webquests, which typically take between 1 - 4 weeks and are focused on extending and refining knowledge (Abdallah, 2021).
It follows a very structured format: introduction (setting the stage, introducing the scenario and objectives), task (defining what learners need to accomplish), process (step-by-step guidance and resources), evaluation (performance assessment) and conclusion (offering reflection opportunities about the learning experience) (Yavelberg, 2015).
To sum up, Internet Based Projects and Webquests are an excellent way to incorporate electronic materials in lessons in a more structured way. They can allow learners to use language communicatively in authentic scenarios, they can incorporate web 1.0 websites and, especially, web 2.0 websites to the language classroom. These websites can stimulate interaction while promoting critical thinking, although they can pose some challenges to teachers regarding the thoughtful selection they should make of these websites. Finally, they possess very special features which the teacher should consider in order to opt for either one of them.
In the following link, there is a Webquest sample in which learners will delve into ancient civilizations while exploring web-based materials for the purpose of creating a visual summary of their investigation, which will be presented to their classmates for the whole class to compare with other summaries.
REFERENCES
Abdallah, M. (2021). Computer-Assisted Language Learning for 4th Year EFL Student Teachers. Assiut University.
Dudeney, G. & Hockly, N. (2007). How to Teach English with Technology. Pearson.
Ledesma, P. (2017). Basic Uses of Web Resources for Project Work.
Yavelberg, J. (2015). The Evolution of WebQuests: From Inquiry-Based Learning to AI-Powered Engagement. https://flyingcloudsolutions.com/blog/2025/03/11/the-evolution-of-web-quests-from-inquiry-based-learning-to-ai-powered-engagement/