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

References

• ACTFL-American Council on the Teaching of Foreign Languages. (2010). Maximum class size. Retrieved May 2, 2016 from https://www.actfl.org/search/node/class%20size
   Google Scholar
• Abbit, J., & Ophus, J. (2008). What we know about the impacts of WebQuests: A review of research. AACE journal, 16(4), 441–456.
   Google Scholar
• Ai, H. (2017). Providing graduated corrective feedback in an intelligent computer-assisted language learning environment. ReCALL, 29(3), 313–334.
   Web of Science ®Google Scholar
• Altstaedter, L.L., & Jones, B. (2009). Motivating students’ foreign language and culture acquisition through web-based inquiry. Foreign Language Annals, 42(4), 640–657.
   Web of Science ®Google Scholar
• Aydin, S. (2015). WebQuests as language-learning tools. Computer Assisted Language Learning, 29(4), 765–778.
   Web of Science ®Google Scholar
• Barros, A.C., & Carvalho, A.A. (2007). From a WebQuest to a reading quest: Learners’ reactions in an EFL extensive reading class. Interactive Educational Multimedia, 15, 37–51.
   Google Scholar
• Bligh, D. (2000). What's the use of lectures? San Francisco, CA: Jossey-Bass.
   Google Scholar
• Borthwick, K., & Gallagher-Brett, A. (2014). ‘Inspiration, ideas, encouragement’: Teacher development and improved use of technology in language teaching through open educational practice. Computer Assisted Language Learning, 27(2), 163–183.
   Web of Science ®Google Scholar
• Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Brookfield, S.D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.
   Google Scholar
• Bruning, R.H., Schraw, G.J., Norby, M.M., & Ronning, R.R. (2004). Cognitive psychology and instruction. Upper Saddle River, NJ: Meril Prentice Hall.
   Google Scholar
• Brush, T., & Saye, J. (2000). Implementation and evaluation of a student-centered learning unit: A case study. Educational Technology Research and Development, 48(3), 79–100.
   Web of Science ®Google Scholar
• Cannon, R., & Newble, D. (2000). A handbook for teachers in universities and colleges. A guide to improving teaching methods (4th ed.). London: Kogan Page.
   Google Scholar
• Chang, C.S., Chen, T.S., & Hsu, W.H. (2011). The study on integrating WebQuest with mobile learning for environmental education. Computers & Education, 57(1), 1228–1239.
   Web of Science ®Google Scholar
• Chapelle, C.A. (1997). CALL in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1(1), 19–43.
   Google Scholar
• Chen, W.C., Shih, Y.C.D., & Liu, G.Z. (2015). Task design and its induced learning effects in a cross-institutional blog-mediated telecollaboration. Computer Assisted Language Learning, 28(4), 285–305.
   Web of Science ®Google Scholar
• Chuo, T.W.I. (2007). The effects of the WebQuest writing instruction program on EFL learners’ writing performance, writing apprehension, and perception. TESL-EJ, 11(3), 1–27.
   Google Scholar
• Condon, W., & Kelly-Riley, D. (2004). Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilities. Assessing Writing, 9(1), 56–75.
   Google Scholar
• Crawford, C.M., & Brown, E. (2002). Focusing upon higher order thinking skills: WebQuests and the learner-centered mathematical learning environment. (ERIC Document Reproduction Service No. ED474086 ).
   Google Scholar
• Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Creswell, J.W., Plano Clark, V.L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook on mixed methods in the behavioral and social sciences (pp. 209–240). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Dochy, F., Segers, M., Gijbels, D., & Van den Bossche, P. (2002). Student-centred education & problem-based education. Significance, background and effects. Utrecht: Lemma.
   Google Scholar
• Dodge, B. (1997). Some thoughts about WebQuests. Retrieved September 3, 2008, from http://webquest.sdsu.edu/about_webquests.html
   Google Scholar
• Dodge, B. (1998). WebQuests: A strategy for scaffolding higher level learning. Retrieved September 3, 2008, from http://webquest.sdsu.edu/necc98.htm
   Google Scholar
• Dodge, B. (2001). FOCUS: Five rules for writing a great WebQuest. Learning and Leading with Technology, 28(8), 6–10.
   Google Scholar
• Dodge, B. (2007). WebQuest.org welcome! Retrieved September 28, 2008, from http://webquest.org/index.php
   Google Scholar
• Doughty, C., & Long, M.H. (2002). Creating the optimal learning environment in a DL language course. Paper presented at Title VI conference on distance learning of the less commonly taught languages. Retrieve January 20, 2003, from http://langinnovate.msu.edu/commpapers.html#doughty
   Google Scholar
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
   Google Scholar
• Ebadi, S., & Rahimi, M. (2017). Exploring the impact of online peer-editing using Google Docs on EFL learners’ academic writing skills: A mixed methods study. Computer Assisted Language Learning, 30(8), 787–815.
   Web of Science ®Google Scholar
• Facione, P.A. (2011). Critical thinking: What it is and why it counts. Millbrae, CA: California Academic Press.
   Google Scholar
• Facione, P.A., & Facione, N.C. (1993). The California critical thinking skills Test: Form A and Form B, test manual. Millbrea, CA: Callifornia Academic Press.
   Google Scholar
• Facione, P.A., Facione, N.C., Blohm, S., Howard, K., & Giancarlo, C. (1998). The California critical thinking skills test manual. Millbrae, CA: California Academic Press.
   Google Scholar
• Godwin-Jones, B. (2004). Language in action: From WebQuests to virtual realities. Language Learning & Technology, 8(3), 9–14.
   Web of Science ®Google Scholar
• Gülbahar, Y., Madran, R., & Kalelioglu, F. (2010). Development & evaluation of an interactive WebQuest environment: Web Macerasi. Educational Technology & Society, 13(3), 139–150.
   Web of Science ®Google Scholar
• Halpern, D.F. (2001). Assessing the effectiveness of critical thinking instruction. The Journal of General Education, 50(4), 270–286.
   Google Scholar
• Huhta, A., Luoma, S., Oscarson, M., Sajavaara, K., Takala, S., & Teasdale, A. (2002). DIALANG: A diagnostic language assessment system for learners. In J. C., Alderson (Ed.), Common European framework of reference for Languages: Learning, teaching, assessment. Case studies (pp. 130–145). Strasbourg: Council of Europe.
   Google Scholar
• Hung, H.T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96.
   Web of Science ®Google Scholar
• Ikpeze, C.H., & Boyd, F.B. (2007). Web‐based inquiry learning: Facilitating thoughtful literacy with WebQuests. The Reading Teacher, 60(7), 644–654.
   Web of Science ®Google Scholar
• Janesick, V. J. (2004). Stretching exercises for qualitative researchers (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Krashen, S.D. (1985). The input hypothesis: Issues and implications. New York: Longman.
   Google Scholar
• Kuimova, M.V., Golousenko, M.A., Nikiforov, D.S., & Shcherbakov, V.V. (2015). Advantages of using WebQuests in EFL classes in a technical university. World Journal on Educational Technology, 7(3), 167–171.
   Google Scholar
• Kılıçkaya, F. (2015). Computer-based grammar instruction in an EFL context: Improving the effectiveness of teaching adverbial clauses. Computer Assisted Language Learning, 28(4), 325–340.
   Web of Science ®Google Scholar
• Lee, D.Y. (2013). Research on developing instructional design models for flipped learning. Journal of Digital Convergence, 11(12), 83–92.
   Google Scholar
• Lee, H. (2013). Effects of online instructional conversation on English as a foreign language learners’ WebQuest writing performance: A mixed methods study. (Order No. 3588296, State University of New York at Albany). ProQuest Dissertations and Theses, 369.
   Google Scholar
• Littlejohn, A., & Hood, N. (2016). How educators build knowledge and expand their practice: The case of open education resources: how educators build knowledge and expand their practice. British Journal of Educational Technology, 48(2), 499–510.
   Web of Science ®Google Scholar
• LoCastro, V. (1989). Large size classes: The situation in Japan. (Project Report No. 5). Leeds, England: Lancaster-Leeds Language Learning in Large Classes Research Project.
   Google Scholar
• Macgregor, G., & McGill, L. (2005). Digital libraries and information literacy issues within virtual learning environments: An e-learning impasse? In Librarians’ Annual Information Literacy Conference (LILAC), April 4-6, London: Imperial College, UK. Retrieved from http://strathprints.strath.ac.uk/2334/
   Google Scholar
• Maddux, C.D., & Cummings, R. (2007). WebQuests: Are they developmentally appropriate? The Educational Forum, 71, 117–127.
   Google Scholar
• March, T. (1997). A WebQuest exploring transformative thinking in WebQuests. Retrieved 21 May, 2004 from http://www.ozline.com/webquests/intro.html
   Google Scholar
• March, T. (1998). Why WebQuests? An introduction. Retrieved 21 May, 2004 from http://www.ozline.com/webquests/intro.html
   Google Scholar
• March, T. (2004). What are WebQuests (really)? Retrieved February 6, 2008, from http://bestwebquests.com/what_webquests_are.asp
   Google Scholar
• McAndrew, P., Scanlon, E., & Clow, D. (2010). An open future for higher education. Educause Quarterly, 33(1), 1–8.
   Google Scholar
• McCarter, S. (2012). IELTS introduction: Study skills: A self-study book for all academic modules. MacMillan Education, London, UK.
   Google Scholar
• Milman, N. (2012). The flipped classroom strategy: What is it and how can it best be used. Distance Learning, 9(3), 85–87.
   Google Scholar
• Morse, J.M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 1–19.
   Google Scholar
• Piaget, J. (1970). Genetic epistemology. New York: Columbia Unversity Press.
   Google Scholar
• Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11(1), 63–90.
   Google Scholar
• Polly, D., & Ausband, L. (2009). Developing higher-order thinking skills through webquests. Journal of Computing in Teacher Education, 26(1), 29–34.
   Google Scholar
• Ravid, G., Kalman, Y.M., & Rafaeli, S. (2008). Wiki books in higher education: Empowerment through online distributed collaboration. Computers in Human Behavior, 24(5), 1913–1928.
   Web of Science ®Google Scholar
• Riazi, A.M., & Candlin, C.N. (2014). Mixed-methods research in language teaching and learning: Opportunities, issues and challenges. Language Teaching, 47(2), 135–173.
   Web of Science ®Google Scholar
• Sankaran, S.R., Sankaran, D., Bui, T. (2000). Effects of student attitude to course format of learning performance: An empirical study in web vs. lecture instruction. Journal of Instructional Psychology, 27, 66–73.
   Google Scholar
• Sen, A., & Neufeld, S. (2006). In pursuit of alternatives in ELT methodology: WebQuests. The Turkish Online Journal of Educational Technology, 5(1), 49–67.
   Google Scholar
• Seow, A. (2002). The Writing process and process writing. In J. C., Richards & W. A., Renandya (Eds.), Methodology in Language teaching: An anthology of current practice (pp. 315–320). New York: CUP.
   Google Scholar
• Shea, P., Hayes, S., Smith, S.U., Vickers, J., Bidjerano, T., Pickett, A., … Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. The Internet and Higher Education, 15(2), 89–95.
   Web of Science ®Google Scholar
• Simina, V., & Hamel, M.J. (2005). CASLA through a social constructivist perspective: WebQuest in project-driven language learning. ReCALL, 17(2), 217–228.
   Google Scholar
• Soodmand Afshar, H., & Rahimi, M. (2014). The relationship among emotional intelligence, critical thinking, and speaking ability of Iranian EFL learners. Teaching English Language and Literature Society of Iran, 8(1), 31–59.
   Google Scholar
• Soodmand Afshar, H., Rahimi, A., & Rahimi, M. (2014). Instrumental motivation, critical thinking, autonomy and academic achievement of Iranian EFL learners. Issues in Educational Research, 24(3), 281–298.
   Google Scholar
• Starr, L. (2000). Creating a WebQuest: It's easier than you think. Retrieved January 22, 2004 from Education World:http://www.education-world.com/a_tech/tech011.shtml
   Google Scholar
• Tashakkori, A., & Teddlie, C. (2003). Handbook of mixed methods in social & behavioral research. Thousand Oaks: Sage.
   Google Scholar
• Termsinsawadi, P. (2009). WebQuest module development for enhancing EFL reading and writing abilities of Thai undergraduate engineering students. Bangkok, Thailand: Chulalongkorn University.
   Google Scholar
• Thomas, M., & Evans, M. (2014). Guest editorial. Computer Assisted Language Learning, 27(2), 107–108.
   Web of Science ®Google Scholar
• University of Cambridge ESOL Examinations. (2011). Score processing, reporting and interpretation. British Council, UK. Retrieved November 11, 2011, from http://www.ielts.org/researchers/score_processing_and_reporting.aspx
   Google Scholar
• Vidoni, K.L., & Maddux, C.D. (2002). WebQuests: Can they be used to improve critical thinking skills in students? Computers in the Schools, 19(1-2), 101–117.
   Google Scholar
• Vygotsky, L.S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Vygotsky, L.S. (1986). Thought and language. Cambridge: MIT Press.
   Google Scholar
• Wang, S., & Vásquez, C. (2012). Web 2.0 and Second Language learning: What does the research tell us? CALICO Journal, 29(3), 412–430.
   Google Scholar
• Weinstein, M. (2000). A framework for critical thinking. High School Magazine, 7(8), 40–43.
   Google Scholar
• Williams, A. (2011). Writing for IELTS: Collins English for exams. Australia: Harper Collins Publishers.
   Google Scholar
• Yang, Y.T.C., & Chou, H.A. (2008). Beyond critical thinking skills: Integrating the relationship between critical thinking skills and dispositions through different online instructional strategies. British Journal of Educational Technology, 39(4), 666–684.
   Web of Science ®Google Scholar
• Yim, S., & Warschauer, M. (2017). Web-based collaborative writing in L2 contexts: Methodological insights from text mining. Language Learning & Technology, 21(1), 146–165.
   Web of Science ®Google Scholar
• Zheng, R., Perez, J., Williamson, J., & Flygare, J. (2008). WebQuests as perceived by teachers: Implications for online teaching and learning. Journal of Computer Assisted Learning, 24(4), 295–304.
   Web of Science ®Google Scholar
• Zheng, R., Stucky, B., McAlack, M., Menchana, M., & Stoddart, S. (2005). WebQuest learning as perceived by higher-education learners. TechTrends, 49(4), 41–49.
   Google Scholar
• Zorko, V. (2009). Factors affecting the way students collaborate in a wiki for English language learning. Australasian Journal of Educational Technology, 25(5), 645–665.
   Web of Science ®Google Scholar
• de Vries, B.P., Cucchiarini, C., Bodnar, S., Strik, H., & van Hout, R. (2015). Spoken grammar practice and feedback in an ASR-based CALL system. Computer Assisted Language Learning, 28(6), 550–576.
   Web of Science ®Google Scholar