Effect of student team achievement division through WebQuest on EFL students’ argumentative writing skills and their instructors’ perceptions

Abstract

This study investigated the effectiveness of integrating Student Team Achievement Division (STAD), a structured cooperative learning method, and WebQuest, an inquiry-based technological model (IBTM) on developing university English as a Foreign Language (EFL) students’ advanced-level argumentative writing skills and enhancing instructors’ positive perceptions about teaching and learning. The study, which was undertaken over a 12-week academic semester, employed a mixed methods pre-test/post-test control/experimental group design whereby six intact rhetoric classes were randomly assigned to experimental and control conditions. The experimental group participants (N = 54) were enrolled in four classes and received argumentative writing instruction incorporating STADIBTM whereas their control group counterparts (N = 24) were enrolled in two classes and received the same argumentative writing instruction without STADIBTM. Four instructors who were involved with the experimental group received training on the implementation of STADIBTM. Qualitative data collection and analysis were utilized. The argumentative essay pre-tests and post-tests along with pre-treatment and post-treatment surveys were used to collect data. The quantitative results were evaluated using ANCOVA analyses. The findings showed that only the less skilled participants of the experimental and control groups were able to significantly improve their argumentative writing. However, their instructors were able to develop more positive pedagogical perceptions and perceived fewer challenges because of STADIBTM-based instruction. Further recommendations are given.

Keywords:

• Active learning
• argumentative writing
• CALL
• cooperative learning
• ICT
• STAD
• STADIBTM
• WebQuest

Additional information

Notes on contributors

Ghada Awada

Dr. Ghada Awada is a Fulbright Scholar at NCSU, a recipient of AUB service Excellence award and a faculty member at the American University of Beirut. She is a developer and coordinator of inclusion and teaching certificate programs. Dr. Awada is specialized in ICT, cooperative learning, curriculum reform and teacher education emerging issues. Dr. Ghada is an ESCWA, UNESCO and WB curriculum and textbooks Consultant. Email: [email protected]

“Teaching is my passion as I do believe that all young learners can develop their character and acquire new skills if they are instructed by a lifelong learner who cherishes diversity, innovation, motivation and commitments”.

Jack Burston

Jack Burston holds the position of Honorary Research Fellow in the Language Centre of the Cyprus University of Technology. He is a language-teaching specialist with a formal background in theoretical and applied linguistics, second language acquisition and testing. His professional interests include computer-assisted language learning, foreign language software evaluation, language center design and professional faculty development. His current research is focused on Mobile-Assisted Language Learning (MALL) and advanced-level foreign language instruction. Jack is a current member of the Editorial Board of the ReCALL Journal and Language Learning & Technology Journal. He also served for many years on the Editorial Board of the CALICO Journal and was the Software Review Editor of the CALICO Journal for 13 years and is a former member and chair of the CALICO Executive Board. He was the Editor of the IALLT Language Center Design Kit and the Digital Language Lab Solutions volume. Email: [email protected]

Rosie Ghannage

Dr. Rosie Ghannage is a Chairperson at the Holy Spirit University of Kaslik, Beirut. Has an expertise in Discourse Analysis, Morphology, and Interlinguistics. She teaches and advises in the areas of EFL teaching/learning and second language acquisition. Email: [email protected]