IMPLEMENTING WEBQUESTS IN ENGLISH LANGUAGE TEACHING

Abstract

The rapid integration of information and communication technologies into education has created both opportunities and obligations for English language teachers. Web-Quest technology, first proposed by Dodge (1995) and theoretically grounded in constructivist and problem-based learning traditions, represents one of the most pedagogically coherent digital tools available for foreign language instruction. Despite widespread interest, the principles governing its effective implementation in English language teaching (ELT) contexts remain incompletely theorized, and the connections between Web-Quest design and established language acquisition research have not been comprehensively articulated. This article aims to provide a comprehensive, evidence-based account of the principles governing the effective use of Web-Quests in ELT, grounded in a systematic analysis of their structural components, pedagogical functions, and outcomes. A systematic literature review, comparative structural analysis, and pedagogical observation methodology were employed, drawing on constructivist theory, problem-based learning frameworks, task-based language teaching research, and digital literacy scholarship. Six core implementation principles were identified and elaborated: goal-orientation, problem-solving, interactivity, information reliability, step-by-stepness, and assessment transparency. Four outcome categories were documented: language development, cognitive development, digital literacy, and learner autonomy and motivation. Web-Quests are shown to be most effective when their design integrates all six structural components with deliberate attention to language scaffolding, authentic input, and formative assessment.