An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: a mixed-methods study

ABSTRACT

The present study explored the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills by collecting and analysing the data through a sequential explanatory mixed-methods approach. Two intact classes, each with ten EFL learners, attending an IELTS course at a language institute in Sanandaj, Iran, took part in the study. California Critical Thinking Skills Test form B was used to assess the participants’ critical thinking skills, IELTS academic writing task 1 and task 2 were used to assess their academic writing skills, a semi-structured interview was conducted to assess their perceptions towards the impact ofy the WebQuest-based classroom on critical thinking and academic writing skills, and the researcher/instructor journals were used to contribute to the qualitative findings. One-way MANOVA and one-way MANCOVA were used to analyse the quantitative data. The results revealed that both the WebQuest-based and the face-to-face classrooms developed the learners’ critical thinking and academic writing skills, while the former outperformed the latter both in post- and delayed post-tests (i.e. short and long term effects) and took fewer sessions to cover the required materials. In addition, thematic analysis, used to analyse the qualitative data, uncovered a number of themes which addressed the learners’ positive perceptions towards the impact of the WebQuest-based classroom.

KEYWORDS:

• WebQuest-based classroom
• critical thinking skills
• academic writing skills
• EFL learners
• mixed-methods approach

Acknowledgments

We would like to sincerely thank the anonymous reviewers of the CALL journal for their constructive comments and suggestions. In addition, we thank the participants of the study in both groups who contributed to the findings.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Saman Ebadi

Saman Ebadi is an associate professor in Applied Linguistics (TEFL) at Razi University, Iran. His main research interests include CALL, qualitative research, and sociocultural theory. He has published some research articles in his areas of interest in local and international journals and has presented both in and outside the country.

Masoud Rahimi

Masoud Rahimi is a PhD candidate in Applied Linguistics (TEFL) at Razi University, Iran. His main research interests include CALL, higher-order thinking skills, teaching language skills, psychology of language education, language teacher education, research engagement in L2 education of English, and mixed-methods research. He has published some research articles in his areas of interest in local and international journals and has presented both in and outside the country.