What is an internet-based project?
Internet-based projects make use of the Internet, websites, and online resources in the classroom through a series of well-structured lessons. While designing these projects can be time-consuming, teachers do not need advanced technical expertise, only an understanding of how these projects are usually organized and implemented.
A good starting point is to explore projects already created by other teachers or to adapt existing ones from websites such as Zunal. This can help teachers gradually move toward designing their own projects.
Why use Internet-based projects?
Dudeney and Hockly (2008) highlight several benefits of integrating online projects into lessons:
They allow teachers to incorporate the Internet into language learning, whether for short- or long-term use.
They promote collaboration and peer interaction.
They can connect with other subjects, making tasks more authentic and motivating.
They encourage learners to strengthen critical thinking skills by selecting and evaluating relevant information from online sources.
In addition, Levy and Stockwell (2006) argue that “Internet-based projects provide authentic contexts for language use, offering opportunities for meaningful communication and collaboration beyond the classroom.” This means that online tasks can help bridge classroom learning with real-world language use, increasing both motivation and relevance.
Steps for creating an Internet-based project:
Select a topic.
Define the task clearly.
Collect the necessary resources.
Decide on the final product or outcome.
Teachers may design different kinds of projects, from simple tasks and simulations (e.g., business English role-plays) to shorter web-based activities known as webquests.
What are Webquests?
Dudeney and Hockly (2008) define webquests as “mini-projects in which a significant portion of the input and materials is drawn from the Internet.” Their structured format distinguishes them from other types of projects.
Dodge (1995, cited in Dudeney & Hockly, 2008) identifies two types:
→ Short-term webquests, which can be completed in one or two lessons.
→ Long-term webquests, lasting several weeks, and culminating in a final product such as a presentation, survey, or report.
According to March (2003), “well-designed webquests guide learners through the process of inquiry, helping them move beyond simple information retrieval to analysis, synthesis, and creation.” This emphasis on higher-order thinking makes webquests particularly effective for developing critical digital literacy and research skills.
Typical stages of a webquest:
Introduction: Provides background information, key concepts, and vocabulary needed for the tasks.
Task: Explains what students are expected to do, ensuring that the activities are meaningful and engaging.
Process: Outlines the steps, research activities, and online resources required.
Evaluation: Involves assessment by the teacher, as well as peer and self-evaluation, encouraging reflection on learning outcomes.
A crucial part of planning a webquest is searching online for suitable resources that match the needs and interests of the students.
Narcy-Combes, M. (2008). Gavin Dudeney & Nicky Hockly, How to teach English with Technology (with CD-ROM). Harlow : Pearson Education, 2007. A, 110–112. http://apliut.revues.org/1348
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Lawrence Erlbaum Associates.
March, T. (2003). The learning power of webquests. Educational Leadership, 61(4), 42–47.