The Effects of the WebQuest Writing Instruction Program on EFL Learners' Writing Performance, Writing Apprehension, and Perception
Year: 2007
Type: article
Abstract: This study investigated the effects of the WebQuest Writing Instruction (WQWI) program on Taiwanese EFL learners' writing performance, writing apprehension, and perception of web-resource integrated language learning. Participants were students from two junior college classes. One class received traditional classroom writing instruction and the other class, the WQWI program. The results indicated that students in the WQWI class improved their writing performance significantly more than those in the traditional classroom writing class. The WQWI class also experienced significant reduction in writing apprehension; however, no significant difference in reduced apprehension could be found between the two classes. In addition, students had a favorable perception of the WQWI program, recognizing more advantages than disadvantages of language learning through web resources. Nonetheless, no significant correlation could be detected between students' perception and their improved writing performance. Neither was there a significant relationship between students' perception and their reduced writing apprehension. The findings suggested that integrating web resources into EFL writing instruction, using the WebQuest model, was effective for enhancing students' writing performance and provided a positive learning experience.
Author: Tun-Whei Isabel Chuo
Institution: La Sierra University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2131867877