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An Experiential Study on WebQuest and Higher Order Thinking Skills in an EFL Writing Class
Abstract
This study was conducted with 60 students in an EFL writing course for one semester. WebQuest authoring was utilized for students to improve their English reading and writing skills during the process. This study discussed the use of internet technology to facilitate classroom activities and investigated their implementation of higher-order thinking skills in their reflections. Research data was collected from students' reflective journal, in-depth interview, and the final presentation of student-created WebQuests. Findings indicated that with this experimental design, WebQuests facilitated and mediated classroom discussion along with cooperative learning. WebQuests authoring enhanced students' writing skills by reading materials in English on the internet. Higher-order thinking skills were also represented in the student's WebQuest creativity.
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