The role of WebQuests in learning a foreign/second language?

Webquest is structured into components which include an introduction (why do this activity), tasks (what is supposed to be accomplished), process (how to go about it), and an evaluative/concluding section. Often motivational elements are added (e.g., gaming aspect, extra credit, contest), which might include groups competing against one another. webquest is amount of information available to everyone will come directly from a growing number of sources without filtering or verification. Using WebQuests in classrooms stimulates critical thinking to build a solid foundation that prepares students for the future. Critical thinking is also critical inquiry, so such critical thinkers investigate problems, ask questions, pose new answers that challenge the status quo, discover new information that can be used for good or ill, question authorities and traditional beliefs.

Students have to make sense of what they are reading. They have to learn how to learn, learn how to work with each other, and to work with information that isn't, at first, clear. Therefore, students should be discus the outcome with group, prepare to work cooperatively with your group members, stay on task in fun and focus in use information rather than looking for it.

Students knowledge based on enquiry-oriented language use and web research skills. Many times students do not question, are not curious, and do not think for themselves. Most students, therefore, do not think for themselves, but they rely think of their friend.

A webquest can be thought of as a microworld, where students explore an issue in a learning environment that is both cooperative and contextual. Through an in-depth examination of web-based resources, students gather and synthesize information in collaboration with their peers to solve a problem. While, as a group, students who undertake a webquest interact and work together, each group member carries out a specific, meaningful role.

The class time necessitated by project-based learning forces the discussion of breadth versus depth to resurface. The in-depth investigations require more time, so less time may be spent on other content in the curriculum. almost all the examples of project-based learning attempt to capitalize on the successes of cooperative or collaborative learning in some manner.