In the following, an internet based activity, namely the WebQuest, is going to be observed by analyzing possible risks and benefits and its importance on the very relevant teaching aim of media literacy and competences referring to that. Then, a concrete example of such a task will be shown and an overall conclusion will be drawn in order to answer the initial question of this paper of whether the method of WebQuests is a useful one or not.
Additionally, this paper justifies its relevance by the fact that WebQuests were not originally designed for language learning, so that creating one possibly is a challenge but the outcome will hopefully be supporting with regards to developing future WebQuests for the actual usage concerning me being a teacher.
Being a modern (English) language teacher means to include the various forms of information technology (IT) available in the 21st century such as computers or even interactive whiteboards.
IT can now add valuable extra dimensions to teaching English as a foreign language. Consequently, the usage of IT can definitely improve English language teaching for various reasons. Besides providing teachers with current material for every topic and easily overcoming geographical distance in order to observe relevant cultural aspects of the target language or to interact with native speakers, it is fun and therefore motivating for the students.
The main goal of foreign language teaching is the mediation of competences which enable the students to communicate and overcome the language barrier. Concerning possible problems and risks, the time consuming aspect of WebQuests cannot be disregarded. They demand time beforehand and even though they can save teacher’s time in the long term, WebQuests need to be nurtured when they are expected to perform over a longer period of time. The hyperlinks providing the learners with the sources need to be checked from time to time which means that WebQuests also need time in the long term.
Table of Contents
1. Introduction – What is E-Learning?
2. WebQuests
2.1 Problems and Risks
2.2 Benefits and Possibilities
2.3 WebQuests and Media Literacy – MedienkomP@ss 2017
3. Example WebQuest: Research Center for the Life and Times of William Shakespeare
4. Conclusion
Objectives & Topics
This academic paper explores the pedagogical utility of WebQuests within the English as a Foreign Language (EFL) classroom, examining whether they are merely a modern educational gimmick or a substantive method for fostering digital and communicative competencies.
- The theoretical foundations and components of the WebQuest model.
- Potential risks and challenges in implementing internet-based tasks in language teaching.
- The alignment of WebQuests with digital media literacy frameworks like the MedienkomP@ss 2017.
- Development and practical application of a sample WebQuest focused on William Shakespeare.
- The role of student motivation and collaborative interaction in e-learning environments.
Excerpt from the Book
2. WebQuests
“Language teachers actively seek to provide their students with classroom opportunities to engage in collaborative interactions” (Blake 2007: 76) and this is surely a desire WebQuests are able to fulfill. But what exactly are WebQuests? Solely from taking a look at the term itself one realizes that it consists of the two parts “web” and “quest”. Surely, “web” comes from the term “World Wide Web”, the full form of the abbreviation “www.” which we put in front of internet pages we want to visit. The second part “quest” can have the meaning of “task” so that we can understand this term as processing tasks in or by means of the internet. But nowadays students, depending on their age, connect the term “quest” with something else which often results in a high motivation on sides of the students in order to work on a WebQuest, and this is gaming. A study provided by statista.com shows that there are more than 30 million people in Germany playing video games with almost 6 million people who are between 10 and 19 years old.
So based on these studies one realizes that a lot of students are playing videogames. What is now important for the topic of WebQuests is, that in the majority of current videogames the players have to fulfill quests in order to improve and develop the character they are playing, so basically in order to develop their virtual self. The logical consequence of this finding is, that WebQuests can lead to a higher motivation on sides of the students as they can relate it to lifelike activities they tend to do in their leisure time.
Summary of Chapters
1. Introduction – What is E-Learning?: This chapter contextualizes the shift toward technology-integrated language teaching in the 21st century and defines the core principles of the e-learning environment.
2. WebQuests: This section provides a conceptual definition of WebQuests, exploring their origins and why they serve as a motivational tool by leveraging parallels to gaming structures.
2.1 Problems and Risks: This section addresses the challenges of WebQuests, specifically the significant preparation time required for teachers and the need for regular maintenance of digital links.
2.2 Benefits and Possibilities: This chapter highlights the advantages, focusing on the development of problem-solving skills, intercultural communicative competence, and the scaffolding of learner autonomy.
2.3 WebQuests and Media Literacy – MedienkomP@ss 2017: This section connects the WebQuest model to the formal competencies outlined by the Ministry of Education’s MedienkomP@ss framework for the digital labor market.
3. Example WebQuest: Research Center for the Life and Times of William Shakespeare: This practical chapter demonstrates how to design a curriculum-aligned project that uses a pseudo-scientific context to enhance student engagement.
4. Conclusion: The concluding chapter synthesizes the arguments, reaffirming that WebQuests are a versatile and valuable teaching method despite the high initial time investment.
Keywords
WebQuest, E-Learning, EFL, Media Literacy, MedienkomP@ss, Language Teaching, Scaffolding, Digitalization, Collaborative Learning, Student Motivation, Information Technology, Curriculum, Pedagogy, Shakespeare, Virtual Learning Environment.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines the integration of WebQuests into the EFL classroom to determine if they constitute a useful pedagogical tool or merely a superficial technological trend.
What are the primary themes discussed?
Key themes include the impact of technology on language learning, the structural components of WebQuests, media literacy standards, and the practical implementation of digital projects in school curricula.
What is the central research question?
The author seeks to answer whether the method of using WebQuests is effective and useful for language teachers, particularly in light of modern digital demands.
Which scientific methodology is employed?
The study utilizes a combination of theoretical analysis of educational definitions and a practical, descriptive case study of a Shakespeare-themed WebQuest.
What does the main part of the work cover?
It covers the definition and benefits of WebQuests, potential implementation risks, alignment with media competence frameworks, and a detailed walkthrough of an exemplary lesson design.
How would you characterize this work through keywords?
The work is best defined by terms like WebQuest, E-Learning, EFL instruction, Media Literacy, Scaffolding, and collaborative learning.
How does the author specifically integrate the 'MedienkomP@ss 2017' into the analysis?
The author aligns the specific tasks and learning outcomes of the Shakespeare WebQuest with the competence areas defined by the Ministry of Education to prove institutional validity.
Why did the author choose a 'pseudo-scientific' context for the sample project?
The author argues that by framing the project as work for a "Research Center," it creates a motivational, adventurous atmosphere that masks the traditional "schoolwork" perception.
How is the issue of 'time consumption' addressed?
The author openly acknowledges that designing high-quality, aesthetically pleasing WebQuests is time-intensive for teachers but argues that these materials are reusable and offer significant long-term benefits for students.
- Quote paper
- Julian Pilger (Author), 2018, On The Use Of WebQuests And E-Learning In The English As A Foreign Language Classroom, Munich, GRIN Verlag, https://www.grin.com/document/452268
