A-Mahrooqi and Troudi (2014) believe that “language learning is a challenging and complex endeavor” (p. 1). This situation explains why students should invest a lot of effort, resources, and time in order to achieve the desired skills in a foreign language (A-Mahrooqi & Troudi 2014). The process of teaching foreign languages has for decades been associated with numerous costs. As well, learners with different learning objectives and capabilities require differentiated models in order to achieve the best outcomes.
Past studies support the use of instructional technologies. Such technologies can address the changing needs of different learners of a foreign language (Bangou, Fleming & Goff-Kfouri, 2011). Similar measures have been suggested for English as Foreign Language (EFL) students. The “use of Computer Assisted Learning (CALL) and WebQuest technology has been embraced in order to meet the needs of different EFL learners” (A-Mahrooqi & Troudi 2014, p. 1).
Al-Issa (2011) argues that “English language teaching (ELT) is something that has received much attention due to the increased wave and importance of globalisation” (p. 61). Many governments and nations have been focusing on the best approaches to support every English learning process.
New strides and achievements have been realised within the past few decades. Modern technologies have played a significant role towards reshaping the manner in which English is taught in different countries (Alshumaimeri & Almasri 2012). Technological applications “have reshaped the methods used to teach English in different Gulf Cooperation Council (GCC) nations such as Bahrain, Oman, Qatar, Kuwait, United Arab Emirates (UAE), and Saudi Arabia” (Al-Issa 2011, p. 61).
Past studies have encouraged many universities and learning institutions to embrace the power of modern technologies. As a result, WebQuests and other online resources have become critical towards supporting the educational needs of many students. This approach has improved the language skills of many individuals in the region. The practice has also played a significant role towards revolutionising the economy of every GCC state.
The emergence of WebQuest in 1995 revolutionised the learning experience of many EFL learners (Al-Issa 2011). Throughout the 2000s, WebQuest exposed many learners to different online contents and resources. The concept of videoconferencing also emerged thus supporting the learning needs of many students across the globe.
These resources have “continued to play a significant role towards enhancing human understanding” (Alshumaimeri & Almasri 2012, p. 295). Alshumaimeri and Almasri (2012) explain how “WebQuest encourages learners to work as teams in order to gather and use different educational resources” (p. 296). This modern tool has also been found to present numerous benefits to the targeted students.
According to different studies, CALL has “encouraged many researchers and educators to facilitate learning of English as a foreign language” (Alshumaimeri & Almasri 2012, p. 295). Many institutions in different parts of the world have embraced the use of the internet. This is the case because it has become a powerful educational tool. Computers have the potential to deliver new opportunities and resources to different learners.
As well, WebQuests have been found to improve the EFL skills of many students. Such learners also interact with many individuals from different backgrounds. This practice has the potential to support their reading and writing skills. Alshumaimeri and Almasri (2012) believe that “EFL learners in the Middle East have new opportunities to read, write, and listen to different opinions” (p. 295).
This practice has the potential to improve and support the learning outcomes of many EFL students (Daskalovska 2012). The study also identified new opportunities and advantages of using WebQuest in every EFL classroom. This practice has also been observed to enhance the reading and writing skills of many learners.
Different studies show clearly that WebQuest presents numerous advantages. For example, the learner manages his or her time effectively. The information obtained from the internet is also accurate and relevant. Teachers have been providing useful links to their learners in order to produce the best results (Bangou et al. 2011). WebQuest has also been found “to support the students’ critical thinking skills” (Alshumaimeri & Almasri 2012, p. 296).
Individuals who use WebQuest find it easier to express their opinions using foreign languages. Past studies have also indicated that “EFL learners’ reading comprehension performance improves with the continued use of WebQuest” (Shan 2011, p. 39).
Alshumaimeri and Almasri (2012) observed that “majority of the learners engaging with WebQuests were able to outperform their counterparts who used traditional reading and writing approaches” (p. 302). Daskalovska (2012) also believes that “WebQuests have the potential to improve the learner’s comprehension and reading skills” (p. 4). These findings explain why learners of EFL should focus on the best resources in order to achieve their objectives.
The ‘role of the teacher in an EFL classroom is to guide, empower, and support the learners” (Sen & Neufeld 2006, p. 9). However, the engagement of the student plays a significant role towards determining the success of the learning process. WebQuest therefore creates the best environment for learning. This is true because the teacher finds it easier to support the specific needs of every EFL student (Shan 2011).
Past studies have also indicated that “WebQuest has the potential to enhance collaboration, participation, and cooperation among the targeted learners” (Sen & Neufeld 2006, p. 12). This approach improves the learning process thus producing new results. Many learners who embrace the power of WebQuests record positive results within a short period. However, past studies have encouraged teachers to focus on the abilities of different students in order to produce the best outcomes.
Torres (2014) observed that WebQuests encouraged many EFL learners in the Middle East to focus on the best outcomes. The scholar also encouraged teachers to empower and guide their learners in order to benefit from such WebQuests. Aydin (2014) believes that teachers should use comprehensive and appealing topics whenever teaching a foreign language such as English.
The selected topics should be aimed at addressing the changing needs and demands of different EFL students. WebQuest tools can also “be designed in such a way that they support the language and educational needs of the learners” (Sen & Neufeld 2006, p. 14).
Another study by Prapinwong and Puthikanon (2008) indicated that many EFL learners were willing to embrace different technologies in order to get the best outcomes. The study also revealed that many EFL students had a positive perception regarding the use of WebQuest learning. The students indicated that such tools promoted their reading and vocabulary comprehensions (Aydin 2014).
The continued use of WebQuest has been found to motivate more learners of foreign languages. Positive correlations have also “been recorded between perception of WebQuest and acquisition of new reading skills” (Prapinwong & Puthikanon 2008, p. 18). Students who acquire new vocabularies and writing skills continue to embrace the use of WebQuest learning. The practice continues to empower and encourage many EFL learners.
Modern studies have also supported the use of WebQuest because it empowers learners to develop their writing and reading skills (Laborda 2009). WebQuests make it easier for EFL learners to improve their writing experiences and competencies. As well, many learners have developed positive perceptions regarding the use of WebQuests (Prapinwong & Puthikanon 2008).
This is the case because the tool “delivers new instructions, saves time, and offers powerful vocabularies” (Zlatkovska 2010, p. 16). It also encourages learners to interact with more people from various backgrounds. A sense of diversity emerged thus supporting the language needs of different learners.
However, the study by Torres (2014) encouraged future researchers to focus on the use of WebQuests and improvement of writing skills. Zlatkovska (2010) indicates that “many EFL learners can use various online resources to improve their writing competencies” (p. 17). They can achieve this goal by “completing various exercises, writing comprehensive essays, and chatting with different EFL learners” (Laborda 2009, p. 263). These practices have the potential to widen a person’s knowledge.
Blogs have also been identified as powerful WebQuest tools. Blogs have become favorite tools for many educationists and learners within the past fifteen years (Zlatkovska 2010). Aydin (2014) argues that “blogs are resourceful and can be used to teach different languages” (p. 244).
The most important thing is to ensure such blogs are used effectively. The continued use of blogs as WebQuest tools has presented numerous benefits to different EFL learners. For instance, the tool makes it possible for learners to improve their basic language skills (Aydin 2014). Zlatkovska (2010) believes that such tools make it easier for learners to develop positive attitudes and perceptions. The tools also motivate and equip learners with the best language competencies.
Studies have also supported the use of blogs towards improving the reading and language skills of many EFL students. Such blogs can also empower and equip learners with powerful competencies. For instance, the targeted learner can read different articles and share them with his or her classmates (Aydin 2014). The students can also acquire new vocabularies in order to improve their language skills. However, more studies have been suggested in order to support the changing needs of many learners and teachers.
WebQuest also embraces the use of videos and movies. Video streaming has become a common practice in different communities and learning institutions. Theorists and educationists have been identifying the benefits of YouTube videos. Such videos are treated as powerful WebQuest tools (Tamim 2013).
A study conducted in the United Arab Emirates (UAE) identified some of the benefits of using YouTube videos in different class settings (Tamim 2013). The study indicated that many students were willing to use such videos in order to realise their potentials. As well, the videos made it easier for many learners to acquire new language competencies. They also understood how to pronounce and write certain words.
The above findings also supported the use of online videos in EFL classrooms. The “students were to embrace the continued use of YouTube videos in their classrooms” (Tamim 2013, p. 337). Such videos can be integrated in different classrooms to support the language needs of many EFL students.
Ha (2013) believes that “WebQuest technology can play a crucial role in language learning” (p. 13). The scholar observed that such technologies were able to promote the writing, reading, and speaking skills of many EFL students (Alharbi 2012). The author also encouraged learners to assess themselves frequently. This approach was suggested in order “to establish the competencies and skills obtained within a specified period” (Ha 2013, p. 8).
The strategy can make it easier for learners to identify their strengths and gaps. The identified gaps can therefore be used to guide their future learning activities. Proponents of WebQuest technology encourage learners to use different stages in order to get the best results (Alharbi 2012). Students should be empowered to use different WebQuest tools. This critical approach can address some of the problems experienced whenever using different WebQuest technologies.
Effective teaching of EFL in the GCC is something that depends on the effective use of CALL. Teachers and students have been focusing on the major opportunities associated with modern technologies (Zlatkovska 2010). Teachers have also been encouraged to embrace the best technologies in order to support the changing needs of many learners. Students should also be involved in every learning process.
Ha (2013) indicated that “the commitment of the targeted EFL learners was something critical towards getting the best outcomes” (p. 6). As well, teachers should combine different WebQuest tools depending on the objectives of every EFL learner (Prapinwong & Puthikanon 2008). Evidence-based practices have been suggested in order to offer individualised learning experiences to different EFL students.
Past studies have presented numerous statistics to support the effectiveness of WebQuest technology in different EFL classrooms. Students have also acquired new speaking and writing skills from different online platforms. A study by Alharbi (2012) indicated that many students developed their speaking competencies within two to three weeks.
Theorists encourage learners to focus on the best approaches that can support their presentation skills. According to Ha (2013), many students have positive perceptions and attitudes towards the use of WebQuest technology. However, some threats and opportunities have been identified regarding the use of such technologies. That being the case, scholars and theorists should focus on the best strategies in order to ensure this technology supports the language objectives of many EFL learners.
Alharbi (2012) argues that “a powerful team comprised of teachers, EFL learners, computer technologists, and educationists can produce evidence-based WebQuest tools that can support more individuals” (p. 67). As well, the instructions and activities used by different teachers should ensure the targeted EFL students improve their language skills (Prapinwong & Puthikanon 2008). Continuous assessments have been proposed in order to produce the best outcomes.
EFL learners in different countries believe strongly that modern technologies have the potential to address their language needs (Torres 2014). They have developed positive perceptions regarding the use of WebQuest technology. However, the attitudes and perceptions of many EFL students regarding the use of WebQuests are not clearly understood.
The final study will examine how such technologies support the speaking, reading, and writing skills of many EFL learners in the Gulf Cooperation Council (GCC). The proposed study will therefore focus on the attitudes of such learners regarding the use of WebQuest technology.
Reference List
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