Internet-Based Project Work

According to Dudeney and Hockly (2007), Internet-based project work represents a natural and advanced progression from simply using individual web pages and websites within a classroom setting. It typically involves learners engaging with the internet over a series of lessons to complete a specific task or goal. This approach can be highly motivating and intrinsically interesting for learners.

Benefits:

• They provide a structured way to integrate the Internet into the language classroom, suitable for both short-term and long-term tasks.

• Teachers do not necessarily need specialist technical knowledge to create or use these projects.

• Such projects are often more motivating than traditional activities.

• They encourage cross-curricular connections, bringing in subject areas beyond just language.

• They help learners develop critical thinking skills, especially when evaluating and transforming information found online.

WebQuests

A WebQuest is a project that uses Internet resources to find information and usually requires learners to engage with the Internet over several lessons to achieve a specific goal. These projects are typically structured on a website with the following main sections:

1. Introduction

The overall theme of the WebQuest is set and essential background information on the chosen topic is provided. The language learning context is explained, including key vocabulary and concepts that the learners will need to complete the tasks assigned.

2. Task

The task section clearly and precisely defines what learners are expected to do. It should be designed to be highly motivating and intrinsically interesting for the learners, and firmly anchored in a real-life situation. The task often involves learners adopting a specific role within a given scenario, such as investigative reporters.

3. Process & Resources

This section guides learners through a set of activities and research tasks. It presents predefined resources, which are predominantly Internet-based, often as clickable links to websites directly within the task document to simplify access for learners. This helps avoid the need for learners to type long URLs. Learners develop crucial skills, including:

• Research skills, such as effectively using search engines like Google and Yahoo! to find information.

• Analytical skills, which are important for discerning the quality and reliability of online content, as not all Internet information is dependable.

• Word processing skills, often required to combine text, images, and weblinks into a final document or presentation.

4. Products

This section outlines the specific items or outcomes that learners are expected to produce and present at the conclusion of the webquest activity. These products often serve as the basis for the evaluation stage. For  language-based webquests, this stage may also reinforce or recycle specific lexical areas or grammatical points that were essential to the task.

5. Evaluation / Self-evaluation

This section allows for self-evaluation, enabling learners to compare and contrast their work with that of other learners and to reflect on what they feel they have learned. It can also involve teacher evaluation and provides clear guidance to learners on how their work will be assessed.

Example of a WebQuest designed by me

References

• Beckett, G. H., & Miller, P. C. (Eds.). (2006). Project-based second and foreign language education: Past, present, and future. Information Age Publishing.

• Dodge, B. (1997). Some thoughts about WebQuests. San Diego State University. http://webquest.org/sdsu/about_webquests.html

• Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Pearson Education.

• March, T. (2003). The learning power of WebQuests. Educational Leadership, 61 (4).

• Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford University Press.