TRABALHO REALIZADO SOB ORIENTAÇÃO DO PROFESSOR DOUTOR ROGÉRIO
PUGA E CO-ORIENTAÇÃO DO PROFESSOR DAVID HARDISTY
Using WebQues s in Teaching and Lea ning English as a Fo eign
Language
B uno Jo ge Nascimen o Gue ei o
Rela ó io de Es ágio de Mes ado em Ensino do Inglês no 3º Ciclo do
Ensino Básico e no Ensino Secundá io
Julho, 2021
Using WebQues s in Teaching and Lea ning English as a Fo eign Language
BRUNO GUERREIRO
ACKNOWLEDGEMENTS
Aos p o esso es Rogé io Miguel Puga, Da id Ha dis y e Ana Ma os pela o ien ação e pela
disponibilidade o al p es ada.
À equipa e di eção do colégio A lân ico, pelo seu apoio e ex ao diná ia coope ação desde o
p imei o momen o.
Aos colegas So ia Valen e, Luís Almeida e Pa ícia Cos a pela colabo ação p es ada du an e a
p á ica de ensino supe isionada, bem como na edação do ela ó io de es ágio e po , em momen os
decisi os e de di e sos modos, me p es a em o seu auxílio.
Aos alunos pelo compo amen o exempla e p eciosa colabo ação nes e p oje o.
À minha amiga de longa da a Ca a ina Xa ie pela ajuda na ase da e isão.
À minha amília po odo o apoio e ca inho.
À Ri a… po udo, po e ei o acon ece ! Pela in indá el paciência, pelo apoio cons an e,
po odas as ideias e pelo p ecioso auxílio du an e odo o p ocesso.
Using WebQues s in Teaching and Lea ning English as a Fo eign Language
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ABSTRACT
WebQues s ha e become a use ul didac ic me hod o explo e esou ces h ough he use o he
In e ne , and o guide s uden s in he selec ion, o ganiza ion and ans o ma ion o in o ma ion and
in he knowledge cons uc ion.
This s udy aims a showing he impo ance o in o ma ion echnologies in he class oom, pa icula ly
he use o WebQues s. A case s udy was ca ied ou be ween Feb ua y and June 2020, ocusing on
59 s uden s di ided in wo classes om di e en g ades: - a 7 h g ade class wi h 29 s uden s and a 10 h
g ade class wi h 30 s uden s. The s udy ocused on how hese s uden s handled he use o
echnologies in he class oom and how hey in e ac ed du ing he WebQues . Pa icula a en ion
was gi en o g oup wo k o ganiza ion in a collabo a i e and coope a i e lea ning en i onmen and
o s uden s’ mo i a ion and engagemen in hei lea ning and in accomplishing he ask. These goals
we e achie ed h ough class obse a ions, esea che ’s no es and sel - and he e o-assessmen s.
The indings show ha he WebQues encou aged coope a i e and collabo a i e lea ning and
ac i ely engaged s uden s in he use o echnological ools. This was ound o be pa amoun o
enhancing s uden s’ mo i a ion o lea n English as a o eign language. Addi ionally, he g ea
majo i y o s uden s ecognized he success o hei ac i i y and conside ed he WebQues a un, easy
and ele an expe ience in hei lea ning.
All in all, esul s sugges ha WebQues s a e an e ec i e me hodology o explo e he Web’s
esou ces and o guide s uden s o lea n collabo a i ely. Fu he mo e, hey also sugges ha
WebQues s can be used o wo k ou side he class oom. The singula si ua ion caused by he
pandemics showed he po en ial o using echnology and WebQues s o each English as a Fo eign
Language.
KEYWORDS: WebQues , in o ma ion echnologies, collabo a i e and coope a i e lea ning.
Using WebQues s in Teaching and Lea ning English as a Fo eign Language
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RESUMO
A WebQues o nou-se uma me odologia didá ica de e as ele an e no que diz espei o à explo ação
de ecu sos a a és do uso da In e ne e no auxílio dos alunos na seleção, o ganização e
ans o mação de in o mação, bem como, na cons ução do seu p óp io conhecimen o.
O p esen e es udo en a á demons a a impo ância das ecnologias de in o mação na sala de aula,
com pa icula en oque na u ilização de WebQues s. Foi e e uado um es udo en e e e ei o e junho
de 2020, que con ou com a pa icipação de 59 alunos di ididos po duas u mas de dois anos
dis in os: - uma u ma do 7º ano, compos a po 29 alunos, e uma u ma de 10º ano, com 30 alunos.
O es udo en ocou-se na o ma como os alunos enca a am o uso de ecnologias na sala de aula e na
o ma como in e agi am du an e a aplicação da WebQues . Foi dada pa icula a enção à o ganização
do abalho em g upo, num ambien e colabo a i o e coope a i o, bem como à mo i ação dos alunos
e ao empenho nas suas ap endizagens e na conclusão da a e a. Tais obje i os o am alcançados
a a és da obse ação de aulas, de no as de pesquisa e au o e he e oa aliação.
Os esul ados demons a am que a me odologia WebQues enco aja um ensino coope a i o e
colabo a i o, en ol endo a i amen e os alunos na u ilização de e amen as ecnológicas. Es es
a o es o am de ex ema impo ância no aumen o signi ica i o da mo i ação dos alunos pa a
ap ende Inglês como língua es angei a. De salien a que a maio ia dos es udan es econheceu o
sucesso da a i idade e conside ou a WebQues di e ida e uma expe iência ele an e no seu pe cu so
de ap endizagem.
Podemos conclui que os esul ados suge em que a me odologia WebQues é uma mais alia na
explo ação dos ecu sos da Web e uma o ma de conduzi os alunos a uma expe iência colabo a i a
de ensino e ap endizagem. Não obs an e, os esul ados suge em ambém que a WebQues pode se
u ilizada o a da sala de aula. A si uação única causada pela pandemia demons ou o po encial da
ecnologia e da me odologia WebQues no ensino do Inglês como língua es angei a.
Pala as-Cha e: WebQues , ecnologias de in o mação, ensino colabo a i o e coope a i o.
Using WebQues s in Teaching and Lea ning English as a Fo eign Language
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INDEX
In oduc ion ..................................................................................................................................... 1
Sec ion I ............................................................................................................................................ 4
I. 1. WebQues – The concep ............................................................................................... 5
I. 1. 1. Choosing Websi es and Mo i a ional Tasks ................................................................ 6
I. 2. Designing a WebQues .................................................................................................... 8
I. 3. Using WebQues s: Ad an ages and Disad an ages ....................................................... 10
I. 3. 1. Why a e WebQues s use ul? ......................................................................................... 10
I. 3. 2. Limi a ions o WebQues s ............................................................................................ 14
I. 4. Collabo a i e and Coope a i e Lea ning ..................................................................... 17
Sec ion II ........................................................................................................................................ 19
II. 1. School and Classes’ P o iles ........................................................................................ 20
II. 1. 1. The School Con ex ..................................................................................................... 20
II. 1. 2. Class p o ile – 7 h D ...................................................................................................... 21
II. 1. 3. Class p o ile – 10 h A .................................................................................................... 22
II. 2. S a egies and App oaches .......................................................................................... 23
II. 2. 1. Subjec s .......................................................................................................................... 26
II. 3. The WebQues s – Planning and o ganiza ion ........................................................... 28
II. 3. 1. The Gadge s and Technology WebQues ................................................................. 28
II. 3. 2. COVID-19: Coping wi h he c isis ............................................................................ 34
II. 4. Resul s and discussion ................................................................................................. 39
II. 4. 1. 7Th G ade ........................................................................................................................ 39
II. 4. 2. 10Th G ade ...................................................................................................................... 46
Conclusions .................................................................................................................................... 52
Bibliog aphy ................................................................................................................................... 57
Lis o illus a ions ......................................................................................................................... 62
Appendixes ........................................................................................................................................ i
Appendix 1 .................................................................................................................................. ii
Appendix 2 ..................................................................................................................................
Appendix 3 ................................................................................................................................ ii
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Appendix 4 ............................................................................................................................... iii
Appendix 5 .................................................................................................................................. x
Appendix 6 ............................................................................................................................... x i
Appendix 7 ............................................................................................................................. x iii
Appendix 8 ............................................................................................................................... xix
Appendix 9 ................................................................................................................................ xx
Appendix 10 ............................................................................................................................ xxii
Appendix 11 ........................................................................................................................... xxiii
Appendix 12 ............................................................................................................................ xx
Appendix 13 ......................................................................................................................... xx iii
Appendix 14 ........................................................................................................................... xxxi
Appendix 15 ........................................................................................................................... xl ii
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LIST OF ABBREVIATIONS
IT - In o ma ion Technologies
WQ - WebQues
EFL - English as a o eign language
ESL - English as a second language
DR - Doc o
ICT - In o ma ion and communica ions echnology
COVID-19 - Co ona i us disease 2019
Using WebQues s in Teaching and Lea ning English as a Fo eign Language
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INTRODUCTION
We a e now s anding be o e a echnological age in which we a e all connec ed. Mo eo e ,
he p esen c isis e ealed he impo ance o adap ing and adjus ing ou eaching models o he
new and demanding eali y. The e o e, i is becoming inc easingly impo an o show he
ele ance o dis ance lea ning using echnological ools, as echnology has been gaining
pa amoun impo ance wi hin his unp eceden c isis caused by he Co ona i us in which schools
we e closed and ou eaching habi s we e ab up ly modi ied.
The main objec i e o his s udy is ocused on he impo ance o using new in o ma ion
echnologies, pa icula ly in he use o he WebQues s (WQs) as a ool o de elop class oom
wo k. Acco ding o Be nie Dodge, one o he au ho s and i s people o a emp o de ine and
s uc u e his kind o lea ning ac i i y, a WebQues is an inqui y-o ien ed ac i i y in which some
o all o he in o ma ion ha lea ne s in e ac wi h comes om esou ces on he in e ne (Dodge
1997, s.n). Acco dingly, s uden s a e allowed o become ac i e explo e s in he sea ch o
in o ma ion and knowledge building, as well as in de eloping g oup asks ha lead o a dynamic
app oach o he subjec s depic ed in English as a Fo eign language classes a he 3 d cycle and
seconda y le els ep esen ed in his s udy. Howe e , when a eache asks a s uden o use he
In e ne o do esea ch, ha does no mean ha he s uden is lea ning some hing by doing ha
as he in o ma ion mus be ans o med in o knowledge. A ecen s udy concluded ha using he
In e ne o access in o ma ion “may cause people o become one wi h he cloud, o lose sigh o
whe e hei own minds end and he mind o he in e ne begins” (Spa ks 2015, s.n). The e o e,
some au ho s sha e he belie ha WQs a e a o m o helping s uden s ans o ming he
in o ma ion a ailable on he In e ne in o knowledge, being pe haps a di e en ac i i y o de elop
when using IT in he class oom (Ha man 2012, 260).
The use o echnology in he class oom is a equen opic nowadays as i is now mo e and
mo e c ucial o eaching echniques o adap o p esen imes whe e he In e ne , compu e s,
able s and mobile phones play such an impo an pa o ou s uden s’ li es. One o he mos
pe inen albei ea ly e e ences showing he g owing ole o echnologies in ou socie y was made
by Douglas Rushko , in 1997. In his book Playing he u u e, eenage s a e called sc eenage s. Also,
Tom Ma ch, co-au ho o he WQ, men ions in his Webpage ha people ha e begun e e ing o
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odays’ s uden s as being Gene a ion Do Com, due he Web’s ele ance and p esence in he
public’s awa eness. This became he i s gene a ion wi h access o compu e s, music downloads,
e-mails and mobile phones. Tools such as he compu e and he In e ne diminished all he o he
means o in o ma ion and communica ion, by picking p e ious ools and con e ing hem in o
new s uc u es wi h un hinkable educa ional capabili ies (Cos a 2008, 19).
As Cos a sugges s, using echnology a a global scale allows s uden s o de elop hei
social, eading, w i ing, communica ion and coope a i e skills h ough hei pa icipa ion in on-
line deba es. The main subjec o hese deba es o asks could be sol ing a p oblem o a
p esen a ion abou a speci ic i em. Going h ough hese speci ic asks, s uden s exchange
concep s and ideas and can c ea e o iginal p esen a ions based on oleplays (Cos a 2008, 22). The
use o In o ma ion Technologies (IT) allows s uden s o lea n by doing ins ead o lis ening o
obse ing how o do some hing, making hem memo ize hei indings. They can c ea e a ideo
o a Podcas ad ising and p esen ing eal solu ions o help dealing wi h he sugges ed p oblem as
well.
I would seem ha ou s uden s like echnology and show conside able en husiasm
owa ds he Wo ld Wide Web. Recen s udies sugges ha odays’ s uden s, ega dless o hei
social o demog aphical backg ound, show an in e es in using digi al ools as a way o lea ning
(Sneed 2016). I is, he e o e, essen ial ha s uden s a e able o use hese di e en esou ces,
awakening hei lea ning in e es . Consequen ly, i is also impo an o eache s o e lec upon
he use o echnology in he class oom and i s ad an ages when eaching any subjec .
None heless, echnology should no be used jus because i is a ailable o because s uden s enjoy
i . I should be conside ed as a complemen ha eache s can use, howe e aking in o
conside a ion s uden ’s needs and he syllabus. Pa icula ly in he eaching and lea ning a o eign
language se ing, he In e ne p o ides access o a as wo ld o in o ma ion o eache s and
s uden s. Ne e heless, demog aphy can cause di e ences in he access o ha in o ma ion, and
consequen ly in digi al li e acy, since he access o echnology, mainly, he In e ne , can di e
be ween places. The access o echnology seems o be easie in a la ge ci y han in small u al
a eas, in addi ion, he high cos s associa ed o In e ne se ices a e poin ed as being esponsible
o causing di e ences in digi al li e acy (Público 2020). Digi al li e acy seems o be impo an in a
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become a use ul ool because hey can be used o dis inguish indi idual pe o mance om
g oup pe o mance. When possible, s uden s should ha e a ole on hei assessmen and
in hei colleagues’ assessmen (Picke & Dodge 2007).
• Conclusion: The conclusion enables s uden s o e lec upon hei indings and wha hey
ha e lea ned (Dodge 2004). I is a summa y o wha s uden s should be able o know
abou he subjec a his speci ic poin .
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I. 3. USING WEBQUESTS: ADVANTAGES AND DISADVANTAGES
I. 3. 1. WHY ARE WEBQUESTS USEFUL?
The Wo ld Wide Web can be a powe ul ool inside and ou side he class oom, howe e we
may also pinpoin some laws o i , because he In e ne is ull o useless (some imes dange ous)
da a. None heless, he e a e good esou ces, such as news websi es om eliable en i ies and
go e nmen and academic websi es. S uden s will some imes y o simpli y hei asks by using as
many online esou ces as hey can, and he Web is he bigges encyclopedia a ailable, and he
easies o use. In 1998 Ma ch concluded ha , al hough an encyclopedia is o ganized and c oss-
e e enced, he Web is amo phous and chao ic. S ill, s uden s would be mo e likely o espond o
i s use: “The Web is mo e like in i ing he wo ld i sel in o you class oom” (Ma ch 1998, s.n).
Since he end o he 20 h cen u y ha his quo e became eali y in mos places and wi h a
signi ican pa o he popula ion ha ing access o he web, encyclopedias a e no longe used as
be o e. Ne e heless, using he web can s ill be some imes chao ic, and i migh be impo an o
imp o e he abili y o use in o ma ion and communica ion echnologies well and help imp o ing
s uden s’ digi al li e acy.
Recen s udies show ha despi e o i s educa ional bene i s he e is a new gap be ween
hose o whom In e ne is a mo e and mo e di e se and s imula ing esou ce and o whom i
s ill is an occasionally use ul esou ce, bu qui e less meaning ul. The au ho s sugges ha i is
necessa y o inc ease aining in he use o he Wo ld Wide Web o he s uden s as, e en i hey
a e able o de ec he in o ma ion weaknesses, showing a basic c i ical a i ude, la e hey a e no
able o edi ec hei sea ches owa ds eliable and e i ied de ails exis ing on he In e ne .
The e o e, he au ho s poin ou he impo ance o using he In e ne , ensu ing ha an
imp o emen o his a ea among hose who lack aining is o e ed, u ning he Ne wo k in o an
inc easingly sa e space and c ea ing social awa eness on he impo ance o In e ne secu i y
(Pagán e al. 2018).
As Ma ch also poin s ou , one o he solu ions o manage he chaos was he c ea ion o
WQs, which can help s uden s wi h he skills o na iga e a he han su he Web. Su ing he
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Web sugges s b owsing o pleasu e, while na iga ing sugges s ying o loca e speci ic
in o ma ion, Ma ch belie es WQs migh help guiding hem o hei des ina ion h ough s uden -
cen e ed and ac i e lea ning ac i i ies (Ma ch 1998).
Se e al s udies e eal he e ec i eness o he use o WQs in eaching di e en ypes o
subjec s, including Social Sciences, languages such as English, as well as Sciences and
Ma hema ics. Fo ins ance, s udies on how e ec i e he WQ has been in eaching languages such
as English indica e ha s uden s augh wi h WQ had a supe io command o ocabula y, as well
as o he aspec s o lea ning second o o eign languages such as sen ence s uc u e and wo d
alignmen (Lee & F iedman 2009). Some au ho s men ion ha he WQ shows some bene i s
when compa ed o a book-based lea ning, ha some imes s ill seems o be he endency when
eaching a language. In a o eign language class oom, s uden s some imes s ill ead ex s and lea n
om eache -cen e ed classes, adop ing, in some cases, a passi e a i ude. On he o he hand,
WQs a e s uden -cen e ed and demand s uden s’ pa icipa ion, he e o e s uden s can bene i
om hem, because, mo e han jus eading and emembe ing ideas, s uden s a e encou aged o
syn hesize, analyze and o assess wi hin coope a i e ac i i ies, wi h he pu pose o c ea ing a inal
p oduc o sol ing a speci ic ask and encou aging highe le el hinking skills. They a e conside ed
mo i a ing and au hen ic asks which encou age lea ne s o iew he ac i i ies hey a e doing as
some hing wi h meaning, leading o mo e e o , g ea e concen a ion and a eal in e es in ask
achie emen . This can be a g ea e mo i a o han cou se books and o he eaching ma e ials.
(Dudeney 2003; Ame & El-Okda 2006; Dodge 2017). WQs can also p omo e an inc ease o
sociocul u al compe ences, since hey can include a ask-o ien ed app oach, whe e s uden s begin
hei own esea ch, depic ed by collabo a ion ac i i ies wi h o he g oup elemen s, sha ing and
deba ing hei indings. All g oup membe s can hen con ibu e and add some hing o he inal
p oduc (Renau & Pesudo 2016). When s uden s ake on oles wi hin a coope a i e g oup, hey
should de elop knowhow on a pa icula aspec o pe spec i e o he opic. Acco ding o his
app oach, each g oup membe has a eache ’s ole, as well as he oles o in es iga o and s uden .
By doing his, e e y s uden can igo ously con ibu e o he c i ical de elopmen and comple ion
o he ask (I zawa i & Asiah 2013). These collabo a ion s a egies a e applied in o de o ensu e
each s uden ’s pa icipa ion; hus, hei indi idual wo k has a di ec impac on he g oup’s inal
p oduc , wi h each s uden ’s pe o mance con ibu ing o he acquisi ion o knowledge, bu also
o he de elopmen o compe ences. The e o e, sha ing in o ma ion, nego ia ing knowledge and
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de eloping senses be ween all s uden s a e pa amoun , since eamma es coun on each o he o
b ing back eal expe ise and ha should inspi e and mo i a e lea ning. S uden s’ mo i a ion is
i al o he success o lea ning a o eign language, bu also o lea ning in gene al, as mo i a ed
s uden s pu mo e e o and a e mo e ale o make connec ions, consequen ly WQs can
con ibu e o enhance s uden s’ mo i a ion i hey a e ele an o hei in e es s.
To c ea e a good WQ eache s should y o p esen a ques ion ha has o be answe ed
using eal wo ld solu ions based on eal wo ld p oblems and p omo e he use o eal ma e ial o
wo k wi h. By using he in e ne h ough he eache s’ p e-app o ed esou ces and guidance,
s uden s can access eliable in o ma ion, such as da abases, and news agencies.
Las ly, he answe o he ask can be submi ed h ough e-mail o pla o ms such as
Mic oso Teams o eedback and e alua ion. This assessmen also s imula es s uden s o do
hei bes and come up wi h a eal g oup solu ion, dis inguishing he WQ om o he assignmen s
s uden s a e used o comple e.
No wi hs anding, WQs a e also a way o encou aging c i ical knowledge by s imula ing
compa isons, pe spec i es and iden i ica ion o e o s, o ans o ming esea ch in o o iginal
con en . I is desi able ha s uden s implemen and summa ize hei knowledge while comple ing
he ask. Consequen ly, s uden s a e encou aged o ace he asks o eseeing hei impo ance and
enhancing hei commi men and s eng h. As we will see, WQs can also p omo e espec owa ds
di e si y, since di e en opinions and di e en app oaches a e deba ed and analyzed, con ibu ing
o he p oblems’ esolu ion (Ame & El-Okda 2006). As McNul y ecomends (2017), he eache
can ely on Bloom’s digi al axonomy (Sneed 2016), as a way o adap ing o he p esen
echnological needs and de eloping digi al asks o s imula e s uden ’s c i ical hinking. Th ough
he use o WQs i is desi able ha s uden s de elop hei c i ical and c ea i e spi i in o a inal
p oduc o p esen o hei classma es. This p oduc can be a ilm, a podcas , o a p esen a ion
(diag ams, cha s), and migh be impo an o cla i y ideas and cons uc s. This inal p oduc
p o ided by he use o a WQ p omo es he de elopmen o hinking skills. Agains his
backg ound, Ma ch poin s ou he ollowing:
The ques ion posed o s uden s can no be answe ed simply by collec ing and
spi ing back in o ma ion. A WebQues o ces s uden s o ans o m
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in o ma ion in o some hing else: a clus e ha maps ou he main issues, a
compa ison, a hypo hesis, a solu ion, by b eaking he ask in o meaning ul
“chunks” and asking s uden s o unde ake speci ic sub- asks (Ma ch 1998, s.n).
WQs a e simila ly claimed o be bene icial o ESL/EFL lea ne s, because hey include an
exposu e o au hen ic ma e ials, meaning ul con en and possibili ies o eal communica ion in
he a ge language when su ing he Web:
Making sense ou o he web documen s while skimming and scanning websi es
is a use ul exe cise o lea ne s o inc ease hei language comp ehension. In
addi ion, he p oblem-sol ing app oach o WebQues s may acili a e language
lea ning (S oks 2002, 58).
WQs could also be a ui ul sou ce o au hen ic ma e ial and cu en in o ma ion,
exposing lea ne s o colo ul isual elemen s, by enhancing he lexibili y o indi idual lea ning
pace (Felix, 2001). The e o e, WQs can ein o ce lea ning o he subjec ma e as well as inc ease
s uden s’ mo i a ion and hei in e es . S uden s a e equi ed o ead au hen ic ex s on he
In e ne h ough he use o he WQ, hese ex s a e ela ed o he subjec ma e and could lead
s uden s o ge a gene al unde s anding o he opic and ind ele an in o ma ion in o de o
accomplish he p o ided ask.
Agains his backg ound, he aim o his esea ch is o expand he cu en knowledge
abou he use o WQs o enhance he skills and mo i a ion o EFL s uden s, and o encou age
o he language eache s o use he WQ in hei class ooms. Also, i aims a showing ha WQs can
s ill be seen as an adequa e EFL lea ning ool, a e wen y yea s. This will be shown la e in his
wo k by he making o wo dis inc WQs, one a he 3 d cycle, and o he a seconda y le el, ying
o show he e ec hey had on s uden s by p omo ing mo i a ion, highe o de hinking skills,
knowledge applica ion, coope a i e lea ning, and sca olding, all o which, a e componen s ha
should be es ablished in e e y lea ning con ex (S oks 2002).
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I. 3. 2. LIMITATIONS OF WEBQUESTS
The c ea ion o WQs was in ended o op imize he use o he In e ne by educing he
amoun o ime s uden s spen looking o accessing inapp op ia e esou ces and he lack o
su icien expe ience wi h he esea ch p ocess (Milson 2002). Ne e heless, he e a e limi a ions,
as i is shown nex by a ious au ho s ac oss di e en s udies.
We can hink ha by doing a WQ s uden s a e au oma ically lea ning and a e eage o do
i , bu ha is no always ue. Some au ho s poin ou ha he e a e some limi a ions ela ed o he
use o WQs ha eache s should be awa e o . Maddux and Cummings conside ha some WQs
a e jus ac - inding exe cises ha do no engage s uden s in he desi ed p oblem-sol ing si ua ion,
o con lic esolu ion, no encou aging hem o a highe o de hinking o lea ning o iew
p oblems om mul iple pe spec i es and men ion he ollowing:
Simply because a lesson is cas in a WebQues o ma is no gua an ee ha he
lesson makes use o coope a i e lea ning, ad anced o ganize s, sca olding,
p oblem-based lea ning, no does i gua an ee ha hese concep s and
echniques a e e ec i ely, o e en me ely compe en ly, applied in a way ha is
consis en wi h he huge li e a u e base unde lying each o hem (Maddux &
Cummings 2007, 121).
Ano he disad an age is ha s uden s could be simply copying in o ma ion om he
p o ided esou ces and no lea ning in ha p ocess. To a oid ha beha io , a WQ should be
in e es ing and appealing o s uden s’ needs and ha does no happen mo e o en because
s uden s a e equen ly emo ed om he p ocess o selec ing esou ces on which o base hei
in es iga ion. The e is now mo e in o ma ion han eache s, ex books and he cu iculum can
allo , and consequen ly, s uden s need o lea n he skills o become in o ma ion manage s
hemsel es. New compu e echnologies ha e much o o e eache s and s uden s ega ding he
enhancemen o hei in o ma ion access, use and e alua ion skills o encou age mo e e ec i e
and hough ul in o ma ion consump ion. As cu en in o ma ion becomes mo e and mo e easily
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accessible online, i is also inc easingly impo an ha s uden s a e gi en he oppo uni y o
de elop hei c i ical analysis capabili ies (Mason e al. 2000).
Mo eo e , in ecen yea s, WQs seem o ha e been le behind, due o new echnological
applica ions. This could be he g ea es disad an age amongs all as he main p oblem is now ha
hei o ma and isual display ha e no changed o e he las wo decades. Rela edly, So cia e al.
(2017, 3) men ion ha “WebQues s began o look dull and unappealing, o he poin ha hey
we e no longe a ac i e o new gene a ions o mo e echnology-sa y s uden s”. The e o e, i is
desi able o WQs o become mo e a ac i e, enhanced wi h mo e in e ac i e ools and gadge s
ele an o oday. Ano he nega i e aspec lays on he ac ha oday’s s uden s a e cons an ly
o e loaded wi h in o ma ion. When going h ough a WQ he esou ces, i p o ided by he
eache , should be easy o consul and he in o ma ion in i should be s aigh and b ie , because
s uden s will quickly lose in e es and ocus and ul ima ely gi e up on he ask. Sub amaniam
(2012) poin ed ou ha s uden s no only lose ack o he subjec unde s udy due o oo much
in o ma ion in he web bu also ha hey lose ack ou o a igue om sc olling h ough web
pages in sea ch o ele an in o ma ion.
Fu he mo e, i is desi able o imp o e s uden ’s digi al li e acy, so ha hey can be
au onomous and lea n o selec impo an and alid in o ma ion and ha e c i ical hinking o
a oid copying and allowing hem o na iga e sa ely h ough he Wo ld Wide Web. Ano he s udy
conduc ed o de e mine he e ec i eness o using WQs in eaching en i onmen al s udies
indica ed ha 20% o s uden s had di icul ies in na iga ing web pages and 40% o he s uden s
sea ched in o ma ion un ela ed o he a ea o hei s udy (Chang, Chen & Hsu 2011). I was
concluded ha , be o e a WQ was ully implemen ed, he s uden s should be ho oughly guided
on how o b owse h ough web pages, bu hey also should ha e addi ional guidance on how o
e ie e and ci e he in o ma ion om a websi e. This lack o digi al li e acy capabili ies a e a
eali y h oughou he globe, ano he example ook place in a Mexican high school, whe e a s udy
o imp o e s uden s’ p onuncia ion and luency skills h ough a WQ concluded ha , du ing he
i s s age o he ac i i y, some s uden s ended o copy and pas e om he websi es o e ed in he
esou ces sec ions, a i ing a he ollowing conclusion: “E en hough he s uden s had he
abili ies o use he echnology o sea ching, hey lacked he abili y o esea ch p ope ly” (So cia e
al. 2017). Ci cums ances such as he p e ious could p esen an obs acle when implemen ing a
WQ. Many s uden s do no ha e he de e mina ion o do mo e, o he s simply do no know wha
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o do and how o do i and conside ha esea ch is copying he in o ma ion on a websi e. By
doing his, hey do no check wha he in o ma ion is abou , o whe he he whole in o ma ion is
necessa y o he assignmen a hand.
The us a ion o slow o ailed In e ne access and he language ba ie could also
de e mine a WQs’ ailu e. A s udy p esen ed by Cos a show ha , du ing he p ocess, some
s uden s had smalle p oblems ela ed o he WQs, e e ing ha hey had p oblems
unde s anding and lea ning he subjec . A ew s uden s also epo ed some shallow o con using
in o ma ion, us a ion om slow o ailed access o he In e ne inside and ou side he
class oom, and lack o mas e y o echnology use on he pa o he eache . Some s uden s said
ha hey had mo e doub s by doing he WQ and ha i became mo e di icul o cla i y hem,
saying i was easie o hem o unde s and and lea n he subjec s wi h he p esence o hei
eache . The need o cons an app o al by he eache could pose a p oblem o less au onomous
s uden s.
Cos a concludes ha he disad an ages om using a WQ a e ela ed wi h he necessi y
s uden s ha e abou he cons an alida ion o hei knowledge and indings by he eache .
Al hough hese we e e y speci ic cases, knowledge building using he esou ces p o ided is
clea ly a bene i o hese s uden s, hey showed he need o be cons an ly ollowed by hei
eache o unde s and mo e di icul concep s. S uden s mus us hei capaci ies and gain
au onomy so ha he WQ can become mo e use ul (Cos a 2008).
WQs can be a powe ul ool, bu like any o he , hey should ollow some ules o make
he mos o i s esou ces and capabili ies. The examples abo e show ha using WQs wi hou
espec ing he undamen al p inciples o hei use, could make hem jus o dina y asks ha
s uden s mus accomplish wi h no bene i o hem. Fi s , s uden s need o ela e and be
in e es ed in he ask, las ly, hey mus know how o esea ch p ope ly and o selec impo an
in o ma ion, only hen WQs can be use ul.
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I. 4. COLLABORATIVE AND COOPERATIVE LEARNING
Walbe g & Paik (2000) belie e ha s uden s lea n o wo k as a eam when hey wo k in
small g oups, as hey a e exposed o c i icism and ha e o deal wi h planning, con olling and
assessing hei indi idual ac i i ies and g oup ac i i ies. Coope a i e lea ning has been desc ibed
as mo e di ec i e and closely con olled by he eache , whe eas collabo a i e lea ning expe iences
allow delega ion o decision-making o s uden s. Veldman & Kos ons (2019, 77) s a e he
ollowing:
In coope a i e lea ning wi hin he class oom, eache s se goals o g oups o
s uden s o wo k on. The g oup-based lea ning ac i i y is ca e ully o ganized o
p omo e he pa icipa ion and lea ning o (ideally) all g oup membe s in a
sha ed unde aking; decisions abou wha o s udy, which g oup composi ions,
which g oup ac i i ies, and how o e alua e and assess, a e p edominan ly made
by he eache (…)
Collabo a i e lea ning expe iences allow delega ion o decision-making o
s uden s – gi ing s uden s mo e powe han in adi ional whole-class
ins uc ion. Mos collabo a i e lea ning ac i i ies cen e on he s uden s’
explo a ion o applica ion o he cou se ma e ial, in con as o a p esen a ion
o explica ion o i by he eache .
Coope a i e lea ning can be conside ed o be mo e igid in ac i i ies and mo e di ec i e
abou how o wo k oge he in g oups. Collabo a i e lea ning is a pedagogy based on he ac ha
people make meaning oge he and ha his p ocess en iches hem. Da idson & Majo (2014)
e e ha in some coope a i e lea ning app oaches, g oup in e ac ion skills a e augh explici ly.
Simila ly, in collabo a i e lea ning app oaches g oup in e ac ion skills a e mos ly no augh
explici ly.
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Ac i i ies such as he WQ a e planned o be explo ed and implemen ed in g oups,
sugges ing in e ac ion be ween s uden s and he di ision o he class in o small g oups. The
success o he g oups’ wo k depends on he success o each g oup membe . As such, s uden s
ha e a g ea e indi idual esponsibili y by lea ning o wo k as a eam.
I is a pe sonal belie ha h ough a WQ s uden s can de elop bo h collabo a i e and
coope a i e lea ning. S uden s can lea n o coope a e and accomplish hei ole in he g oup by
pe o ming hei sha e o ac i i ies. The di ision o he g oup’s wo k in o di e en asks is
desi able in he WQs de elopmen , u ning each g oup membe esponsible o i s con ibu ion.
No wi hs anding, he eache could also pe o m ac i i ies which in ol e a con inuous
in e ac ion, sha ing and nego ia ing solu ions o he wo ks comple ion and implemen ing a
collabo a i e app oach. The e a e many ways o doing his, du ing he making o he WQ, he
eache could ask s uden s o pose ques ions based on he lec u e con en o hei pa ne s, he
esponses could be a con ibu ion o sol e he WQ. The eache could also c ea e a deba e
conce ning he WQ’s opics, assigning oles wi hin he g oups, making s uden s decide which side
was he mos con incing. The a gumen s could be used o he inal p ojec , o ins ance a making
o a Podcas . The ac ha collabo a i e beha io di ec ly implies g oup p oblem-sol ing, ma ches
he WQ’s pu pose, since in ol es s uden s wo king oge he o o e come a si ua ion by
p esen ing a p oblem and p o iding hem some guidance o sol e i by supplying esou ces,
ha ing in mind a inal ou come o solu ion.
Agains his backg ound we can demons a e ha WQs in oduced a new se o s uden -
cen e ed ac i i ies ha helped he ans o ma ion o a eache -cen e ed educa ion in o a s uden -
cen e ed one (Adell, e al. 2015). E en hough he e a e many o he ways o do his, and no all
classes can be conside ed as eache cen e ed, WQs su ely con ibu ed o help mo i a ing s uden s
by p o iding new oppo uni ies o eache s o inno a e in hei classes. I is sa e o conclude ha
by using hem s uden s can ocus on hei own wo k, inc easing hei esponsibili y owa ds a
common goal helping hem o become esponsible o hei own knowledge.
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in o ma ion and s a he wo k o comple e hei asks wi hin he nex h ee lessons. Lessons
numbe six and se en we e dedica ed o he p esen a ions o he digi al pos e s.
2
As a as Uni 9 is conce ned, echnology was pa o he lesson plan om he beginning,
he e o e, he e we e no adap a ions o made. This uni add esses wea he and na u al disas e s,
and eache s and s uden s ga he ed online, while some ex s ela ed o hese subjec s we e handed
o e o hem ia Mic oso Teams. Addi ionally, an educa ional ideo ocusing on supe la i e
adjec i es was wi hd awn om YouTube (see Appendix 6 and Appendix 7). S uden s had
pe manen eache suppo du ing class ia Mic oso Teams and we e encou aged o sha e hei
doub s by using he cha o h oughou a ideo call. A he end o he Uni , he e we e also some
exe cises o p ac icing h ough he game pla o m Kahoo . This se ed o mo i a e s uden s o
lea n and s udy whils playing a game and challenging hei iends (see Appendix 8).
Due o he COVID-19 Pandemic, on he 10 h g ade he app oach had o be di e en . As
all schools we e suddenly o ced o close, he classes had o be planned o online eaching. Thus,
as his pa o he in e nship was ully planned du ing he lockdown, he classes did no ha e o be
adjus ed o online eaching.
Bea ing in mind he impo ance o ci izenship alues and eal-li e si ua ions, a plan was
shaped o os e deba e and inc ease s uden s’ linguis ic and socio-a ec i e skills while helping
hem deal wi h his ab up new eali y. Fo his p ojec , websi es wi h ele an COVID-19
in o ma ion we e used. The main aim was o con ibu e o he enhancemen o s uden s’ beha io
and ci izenship alues, guiding hem h ough amilia eal-li e si ua ions. These app oaches
p omo e inclusion and os e mu ual assis ance, p o iding s uden s wi h g ea e linguis ic,
cogni i e and socio-a ec i e skills.
Taking in o conside a ion he syllabus o he 10 h g ade, he main idea was o ela e Uni 9
om he s uden s’ handbooks wi h he ecen COVID-19 pandemic, as he main opic was gi ing
ad ice and changing beha io s. The ask had he maximum leng h o wo weeks, o e which
s uden s we e guided and encou aged o pa icipa e in ideocon e ences. They we e also asked o
ake pa in he co ec ion o he in e ac i e g amma exe cises om hei wo kbooks and pos
2
The WQs will be subjec o close analysis in he nex chap e whe e all de ails and s uden s’ eedback will
be p esen ed and discussed (see page 26).
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hem o Mic oso Teams pla o m (see Appendix 9 and Appendix 10). The main objec i e o
he 10 h g ade WQ was o c ea e a podcas o a ideo ad ising di e en people in di e en
si ua ions on how o deal wi h he pandemic. The class was di ided in o g oups and he subjec s
we e handed o each g oup while s uden s we e guided h oughou he WQ. Videos and audios
we e hen submi ed on he Mic oso Teams pla o m.
II. 2. 1. SUBJECTS
In he 7 h g ade, s uden s app oached he subjec conce ning he uni The easy li e,
(s uden ’s book Uni 7). This uni ocused on he impo ance o echnology and how can i help
imp o ing ou li es. The main aims o he s uden s in his WQ we e:
• To de ine he e m Technology
• To deba e and sha e impo an ideas
• To desc ibe gadge s
• To analyze impo an ools
• To be awa e o he impo ance o echnology in ou daily li es
• To explo e a WebQues
• To sea ch and summa ize impo an in o ma ion conce ning di e en echnologies
• To sea ch and summa ize impo an in o ma ion using ICT skills
• To pa icipa e in g oup ac i i ies
• To comple e a ask using a WebQues
• To assess o he s uden s’ in e es in he ac i i y.
In he 10 h g ade, s uden s app oached he subjec conce ning he uni Be you own li e coach,
(s uden ’s book Uni 10). This uni ocused on s uden s gi ing ad ice o o he s and dealing and
sol ing di icul si ua ions. As schools we e closed and COVID-19 was becoming a signi ican
pa o ou li es, he WQ was designed o connec Uni 10 o he Co ona i us c isis. S uden s
we e asked o gi e ad ice and o p esen solu ions conce ning speci ic si ua ions ela ed o he
Pandemic.
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The WQ was implemen ed o wo weeks
3
, suppo ed wi h weekly online sessions whe e
s uden s we e able o ask ques ions and sha e hei hough s. The eache was a ailable du ing he
ime span in which he p ojec ook place h ough Mic oso Teams. The main aims o he
s uden s in his WQ we e:
▪ To deba e and sha e impo an ideas
• To gi e ad ice and opinions
• To analyze impo an esou ces
• To consolida e he use o he in e ne as a means o unde s anding and esea ching
speci ic con en s
• To explo e a WebQues
• To sea ch and summa ize impo an in o ma ion conce ning COVID-19
• To sea ch and summa ize impo an in o ma ion using ICT skills
• To pa icipa e in g oup ac i i ies
• To comple e a ask using a WebQues
3
The Colégio A lân ico decided ha , du ing he lockdown, classes should be quan i ied by weekly blocks
ins ead o lessons. So, each eache had a wo- h ee hou block wi h each class pe week. S uden s we e ad ised o
comple e he asks and o app oach eache s i hey had any ques ions.
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II. 3. THE WEBQUESTS – PLANNING AND ORGANIZATION
I is claimed ha using WQs helps s uden s build hei own knowledge, p o iding a
new ision ha encou ages hem owa ds sel -lea ning. To p o e i , se e al ac i i ies we e
de eloped using echnology, and i is wo h emphasizing ha Mic oso Teams was a p ima y
ool du ing he in e nship. I is used in Colégio A lân ico, since 2017, no only o sha e asks
and impo an in o ma ion bu also as means o communica ion be ween eache s and
s uden s. Se e al ac i i ies we e de eloped on his pla o m, h ough links o ideos o
s uden s o commen on, in e ac i e games like Kahoo , and audio eco dings asking s uden s
o desc ibe echnology- ela ed opics and i s use. I is my belie ha all 7 h g ade s uden s’
posi i e engagemen shown du ing he WQ was in luenced by he sel - and he e o-assessmen
ha hey we e equi ed o do a he end. Knowing hey would be doing his led o an o e all
inc ease in hei pa aking. P ocess and p oduc we e assessed c ea i ely, bu also sys ema ically
h ough he use o Google Fo ms, a ool ha lea ne s had o use ecu en ly, and which
p o ed o be a eliable ma e ial la e on h oughou he qua an ine.
II. 3. 1. THE GADGETS AND TECHNOLOGY WEBQUEST
The Gadge s and Technology WQ was implemen ed be ween Decembe 2019 and
Feb ua y 2020 and was de eloped h ough a websi e called Webnode. I p o ides all he ools
needed o c ea e a WQ, since i is a ee websi e gene a o . The c ea ion o a new WQ ins ead
o using a link o a WQ si e was decided, because he eache wan ed o c ea e some hing
o iginal and au hen ic o he s uden s. As soon as he WQ websi e was concluded he link
h ps:// echnology312.webnode.p / was sha ed wi h he 7 h g ade s uden s h ough Mic oso
Teams.
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In oduc ion
Acco ding o Dodge (1997), he i s sec ion o a WQ should be he in oduc o y page.
In his sec ion s uden s a e shown a welcome sc een o he p ojec which can hen be
combined wi h he in oduc ion sec ion.
Figu e 1 shows he p esen a ion page o he Gadge s and Technology WQ. He e,
s uden s ha e he eache ’s e-mail in case hey need o ask any ques ions while de eloping hei
wo k ou side he class oom and ge eedback immedia ely. Simila ly, s uden s ha e a sho
in oduc ion abou wha he WQ will be add essing as well as he maximum leng h o he
ac i i y.
Task
Wi hin his sec ion, s uden s ge o know hei speci ic oles. Then, he main objec i e
o he WQ is p esen ed: To c ea e a digi al pos e wi h in o ma ion abou echnology, i s
gadge s and ools. The ask ab also includes he opics each g oup mus wo k on in hei
digi al pos e s. Whils using his echnique, he eache can di ide he class and assign he
subjec s each g oup is going o wo k on.
Figu e 1. In oduc ion o he Gadge s and Technology WebQues .
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This sec ion o he WQ was designed using a simple layou . I also showed li le
in o ma ion conce ning he ac i i ies because hey we e cla i ied in he p ocedu es sec ion.
P ocess
This sec ion desc ibes he main s eps s uden s mus ollow o accomplish he ask. I
was e y impo an o keep ins uc ions simple, clea and unde s andable. Visually, i was also
desi able ha bo h he WQ and he main s eps we e a ac i e, clean and simple o ollow as
well as ela able o s uden s’ eali y. The main s eps a e:
1- Check he g oup and he opic you will be wo king wi h;
2- Check o impo an in o ma ion unde esou ces;
3- S udy and do a summa y abou he in o ma ion you collec ed;
4- C ea e a digi al pos e wi h he in o ma ion you collec ed;
5- P epa e and do a p esen a ion;
6- E alua e you sel , he p esen a ions and he g oups.
Figu e 2. Task sec ion o he Gadge s and Technology WebQues .
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Resou ces
The esou ces sec ion is whe e s uden s ecei e he in o ma ion needed o comple e
he p ojec . The hype links o he websi es we e a ailable he e and all he ma e ials we e p e-
app o ed and checked by he eache . The eache decided no o conside s uden s’ inpu in
he websi es used, al hough i can be allowed. Si es o hei own choosing may cause
dis ac ion om he WQ’s main objec i e. A e he g oups we e o med, each s uden should
hen consul he links acco ding o hei g oup numbe and selec he in o ma ion which may
seem impo an o he ask’s comple ion. Figu e 4 p o ides he eade wi h he esou ces
below.
Figu e 3. P ocess sec ion o he Gadge s and Technology WebQues .
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Assessmen
The e alua ion sec ion o a WQ is c ucial, since i p o ides s uden s wi h all he
in o ma ion abou how hey will be assessed. S uden s pay mo e a en ion o he asks when
hey know hey a e being assessed. As such, his sec ion should be speci ic and de ailed. Two
Google o ms (see Appendix 11) we e c ea ed o help s uden s assess hei wo k and hei
g oup’s wo k. S uden s also had he oppo uni y o assess hei classma es’ digi al pos e s.
These di e en ypes o assessmen s we e expec ed o encou age s uden s o pu mo e e o
in o hei asks, as well as o c ea e a compe i i e en i onmen be ween g oups and s uden s,
pushing hem in o being mo e engaged in he WQ. The assessmen used Po uguese as i was
conside ed i was impe a i e s uden s comple ely unde s ood wha hey we e doing and o
simpli y he p ocess. I was done anonymously o a oid in luence om o he membe s.
Figu e 4. Resou ces sec ion o he Gadge s and Technology WebQues .
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Conclusion
The inal sec ion o a WebQues is a gene al w ap-up o he p ojec . I con ains some
inal ema ks o he s uden s. In his sec ion, s uden s we e old wha hey should ha e
lea ned wi h he p ocess. Some inal sugges ions o s uden s we e also p o ided, as shown in
Figu e 6.
Figu e 6. Conclusion sec ion o he Gadge s and Technology WebQues .
Figu e 5. Assessmen sec ion o he Gadge s and Technology WebQues .
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II. 3. 2. COVID-19: COPING WITH THE CRISIS
The COVID-19: Coping wi h he c isis WQ was implemen ed be ween May and June
2020 (10 h g ade). As o he p e ious WQ, he websi e used o c ea e his WQ was Webnode.
Unlike he 7 h g ade, his pa o he in e nship was en i ely done online, since om his poin
onwa ds, all schools we e closed due o he pandemic. When he WQ websi e was concluded
he link h ps://co id-19-coping-wi h- he-c isis.webnode.p / esiden es/ was sha ed wi h he
10 h g ade s uden s h ough hei Mic oso Teams page.
In oduc ion
Figu e 7 shows he p esen a ion o he WQ: COVID-19: Coping wi h he c isis. The
layou was simila o he one used in he 7 h g ade. S uden s we e gi en a sho in oduc ion
abou wha he WQ was going o app oach as well as he maximum leng h o he ac i i y.
S uden s could also con ac he eache by using he eache ’s e-mail in case hey had any
ques ions.
Figu e 7. In oduc ion o he COVID-19: Coping wi h he c isis.
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addi ional indica ions ha e en hough 7 h g ade s uden s had he skills o use he echnology
o sea ching, hey lacked he abili y o do esea ch app op ia ely. Some s uden s conside ed
ha esea ching mean accessing a websi e and copying he in o ma ion in i . They did no
check wha he in o ma ion was abou , o whe he all he in o ma ion was necessa y o he
assignmen a hand. I was p o en ha s uden s need o be guided and ha e o lea n how o
sea ch o in o ma ion p ope ly, leading us o he conclusion ha WQs a e a o m o helping
s uden s ans o ming he in o ma ion a ailable on he In e ne in o knowledge, such as
Ha man poin ed ou in 2012.
As a as he assessmen was conce ned, s uden s had o comple e hei sel -e alua ion,
as well as hei g oup wo k membe s and o he class membe s assessmen . As men ioned
be o e, in o de o make his ask easie and mo e appealing, wo Google Fo ms we e c ea ed.
To assess hemsel es and hei g oup wo k membe s, s uden s had ou manda o y ields:
ga he ed in o ma ion, o ganiza ion/ ask execu ion, ac ion/au onomy and coope a ion. This
equi ed s uden ’s esponsibili y o ponde on he e alua ion p ocess, since hey we e assessed
and had o weigh hei g oup wo k membe s pa icipa ion. Each g oup we e also esponsible
o assessing o he g oup’s assignmen s and i s membe s’ con ibu ion as a way o gene a ing
compe i i i y be ween di e en g oups and inc easing how much a en ion hey paid o o he
p esen a ions. Each digi al pos e was e alua ed in e ms o image/c ea i i y and con en as a
pa o each s uden ’s assessmen . This school has a policy in ela ion o sel -assessmen and
assessing o he s. S uden s a e used o doing his and i became equen o induce his
esponsibili y in hem, such as o in ol e s uden s i he eaching-lea ning p ocess.
In ela ion o he 7 h g ade s uden s’ lea ning associa ed o hei expe ience wi h he
WQ, he e was some indica ion ha i p esen ed esul s no only conce ning s uden s’
p oac i i y and mo i a ion, bu mos ly in eaching- ela ed aspec s, mo e speci ically eaching
how o do esea ch, encou aging s uden s’ c ea i i y, inc easing hei p oblem-sol ing skills,
and helping hem o imp o e hei eam-wo k compe ences. Soon i was clea ha lea ne s did
no ha e he compe ences o sea ch he in e ne , and al hough hey knew how o use i , hey
showed di icul ies wi h choosing he igh in o ma ion o apply. They we e no used o hink,
only o copy sen ences and h ough he use o a WQ s uden s had o imp o e hei sea ching
skills o each he inal goal. Recen ly, MacLa en a es ed ha echnology skills such as building
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p oblem-sol ing and logic skills will become inc easingly impo an in educa ion and much
needed in a nea u u e and ha he wo k o ce will demand new skills as echnology e ol es.
The WQ expe ience p o ed, in his case, ha i can help s uden s o p epa e o hei u u e as
i helped ans o ming he in o ma ion in o knowledge.
As a as hei c ea i i y, he WQ p o ed o help hem hinking and o ind c ea i e
solu ions o o e come p oblems such as he layou o he pos e and how o manage all he
in o ma ion hey wan ed o show. To do ha , s uden s wo ked as a eam o o e come hese
p oblems. O he au ho s such Cos a also sugges ed ha p oblem-sol ing si ua ions and
p esen a ions abou a speci ic i em a e help ul o de elop s uden ’s social, eading, w i ing,
communica ion and coope a i e skills, and we can conclude ha , in his case, he WQ was a
help ul and meaning ul ask o he s uden s in ol ed, helping hem o de elop hei skills.
When ques ioned abou he p ojec , 93.5% o s uden s conside ed he WQ di e en
om o he g oup asks hey did be o e, and 81.4% conside ed i be e han o he g oup asks,
some e e ing ha hey liked he way ha he WQ was designed p o iding each g oup wi h i s
own esou ces sec ion. O he s uden s poin ed ou ha hey had mo e eedom when doing
he WQ and ha i was mo e un, c ea i e, and con essing ha , in hei opinion, i p o ided
di e en subjec s om hose depic ed in he classes. Some con essed ha hey we e mo e
in e es ed in doing he WQ because hey ela ed o he subjec o echnology. O he s said ha
because hey had he esou ces needed i was easie o do and o o ganize wha and whe e o
sea ch, as showed on his example e ie ed om he WQ assessmen google o m.
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I seems ha o his g oup o s uden s he WQ also helped hem o hink and o ind a
solu ion o he p oblem hey had o sol e, wi h 91.3% answe ing posi i ely o his ques ion.
When ques ioned i he WQ was a di e en way o lea ning hings s uden s seemed o
ag ee ha his ac i i y helped hem o lea n new hings di e en ly wi h almos e e y s uden
ag eeing ha his ac i i y was di e en , as showed on he nex g aphic.
Figu e 14. Pe cen age o s uden s who ag eed ha he WQ helped hinking and ind a
solu ion o he p oblem.
Figu e 15. Pe cen age o s uden s who ag eed ha he WQ was use ul o lea ning new
hings.
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The esul s also e ealed ha almos e e y s uden had un while doing his p ojec
wi h 76.1% answe ing ha hey had no majo p oblems in unde s anding wha o do.
Ne e heless, some s uden s said hey had some di icul ies in unde s anding wha o do and
ha an example o he inal wo k would be help ul o unde s and wha was expec ed om
hem, as we can see in he g aphic below.
Howe e , s uden s did no hink i was mo e di icul o ge eache ’s help h oughou
he p ojec i compa ed o o he asks o g oup ac i i ies wi h 84.4% e ealing ha hey did
no ace any p oblems.
Figu e 16. Pe cen age o s uden s who ag eed ha an example helps o unde s and wha
hey needed o do.
Figu e 17. Pe cen age o s uden s who ag eed ha i was mo e di icul o ge help om
he eache .
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These esul s e ealed ha he idea o c ea e and implemen an ac i i y ha encou ages
an ac i e and collabo a i e p ocess o knowledge cons uc ion by s uden s is consis en wi h
p e ious s udies such as Pinhei o and Simões (2012) who men ion:
collabo a i e lea ning en i onmen seems o ge s uden s ac i ely in ol ed in
he lea ning p ocess mainly i he asks o be pe o m ha e an empi ical
componen (Pinhei o & Simões 2012, 401).
As poin ed, collabo a i e lea ning helped s uden s o engage in he ac i i ies hey had
o de elop, imp o ing hei hinking skills as a g oup and helping hem o de elop solu ions o
o e come p oblems. Al hough s uden s al eady e eal p e e ence o g oup wo k, he esul s
also show ha hey enjoyed he WQ and conside ed i as a ele an ac i i y ha mo i a ed and
cap i a ed hei in e es no jus because i is di e en bu also by he ac ha he in o ma ion
was o ganized and was easy o access. The magic o mula seemed o be joining a subjec o
hei in e es wi h an ac i i y ha was new and di e en om o he g oup wo ks and asks
hey comple ed be o e. Al hough hese s uden s a e used o wo k in g oups and o do
p esen a ions, hey mos ly ag eed ha he WQ was mo e a ac i e bu also con ibu ed o
imp o e hei sea ching skills and lea ning p ocess.
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II. 4. 2. 10TH GRADE
As a as he COVID-19 WQ is conce ned, as al eady men ioned, his assignmen was
en i ely done online due o he pandemic. These olde s uden s e ealed a g ea sense o
ma u i y and coope a ion h oughou he WQ expe ience, and demons a ed ou s anding
compe ences conce ning he English language and c ea i i y du ing his ask.
Agains hese unce ain imes, he WQ was c ea ed wi h he hough o aiding s uden s,
hei amilies and iends ace a new eali y and easing anxie y owa ds he pandemic. S uden s
we e asked o gi e ad ice and help change beha io s du ing qua an ine h ough a ideo o a
podcas . G oups we e c ea ed and, as shown nex , almos e e y s uden succeeded in hei
con ibu ion o he g oup ou come. As hey a e olde , and used o being c ea i e, he e we e
no majo conce ns o doub s abou wha hey needed o accomplish. Two public mee ings,
one hou each we e scheduled du ing he wo weeks o assessmen ough Mic oso Teams. I
was asked s uden s o be p esen and o show hei wo k so a , as well as o make ques ions i
hey needed o. No speci ic ime was gi en o he g oups in each session. Du ing he es o
he pe iod s uden s we e moni o ed and ad ised h ough cha messages and ideo calls in
Mic oso Teams and we e asked abou hei p og ess, so ha he eache could unde s and
and media e hei wo k’s e olu ion. Some g oups con ac ed he eache h ough he cha in he
pla o m when hey needed o cla i y in o ma ion, o he s we e con ac ed by he eache o
ollow hei p og ess. The eache ne e con olled wha would be he ou come s uden s we e
p epa ing o p esen , p o iding o al eedom o hem o execu e he ac i i y. As be o e, he
eache p o ided all he in o ma ion needed o do he esea ch, bu s uden s we e allowed o
consul o he sou ces. A he end hey con essed ha hey did no sea ch o ex a
in o ma ion, as hey had all hey needed o comple e he WQ in he esou ces sec ion.
I was decided ha would be manda o y o w i e a sc ip be o e eco ding he ideos o
podcas s (Appendix 14). The sc ip was a ool o help s uden s and eache o ganizing hei
wo k, as became easie o di ide asks and o unde s and wha he con ibu ion o each
membe was. I could also help o unde s and he eco dings i some wo ds we e no
p onounced clea ly.
As a as assessmen is conce ned, s uden s we e e alua ed by he eache in con en
and language (5 ma ks each) and c ea i i y (10 ma ks). In o de o make he p ocess mo e
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e ec i e, as all he asks we e de eloped a dis ance and o espec da a p o ec ion laws, i was
decided ha s uden s would be assessed by he eache only, as he o iginal WQ’s assessmen
i em had o be comple ed wi h pee o pee e alua ion, and one o he inal p oduc ’s ou pu
o his WQ was a ideo. I was he easies way o a oid s uden s sha ing hei ideos wi h
o he g oups online. Each s uden was assessed indi idually ha ing in mind each con ibu ion
o he inal ask. As men ioned be o e, a ansc ip con aining all he in e en ions was
manda o y, as well as all e e ences and websi es used.
As a as he sc ip s, some s uden s we e app ehensi e wi h hei pa ne s when
di iding asks and epo ed some delays om some g oup membe s, epo ing ha some
s uden s did no w i e hei pa on ime, delaying he making o he inal p oduc .
Ne e heless, conce ning he p ocess, he majo i y o he s uden s espec ed he due da e,
using he equi ed o ma s and he leng h ime om i e o en minu es o p esen hei wo k.
In some cases, he amoun o inpu each membe p o ided di e ged ex emely in he
ideos/podcas s, making assessmen mo e complex, some did no wo k as good as expec ed,
o e whelming he o he g oup membe s wi h mo e olume o wo k. Howe e , he majo i y o
he s uden s we e able o ollow he ins uc ions p ope ly.
In he esou ces ab, s uden s e ealed high in e es in he ac i i y, wi h no epo s o
di icul ies in selec ing impo an in o ma ion, esul ing in c ea i e pe o mances. As a s uden
men ioned: “The WQ p o ided mo e eedom o c ea e di e en ypes o wo k”. Fo ins ance,
one o he eams s uc u ed hei p esen a ion as a ele ision con e ence wi h expe s
conce ning he Co ona i us, d essing in o mal clo hes and e en c ea ing a comme cial b eak
sponso ed by a well-known be e age. Among he solu ions, hese s uden s came up wi h ips
o dealing wi h he pandemic. Figu e 18 displays some o he ac i i ies ca ied ou by his
g oup o s uden s.
Figu e 18. Tips o dealing wi h he pandemic and comme cial b eak.
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This p o ided some indica ion ha 10 h g ade s uden s had he skills o use he
echnology o do esea ch, o selec in o ma ion and o c ea e excellen ou pu s. They also
e ealed abili ies o selec he impo an in o ma ion necessa y o he assignmen a hand.
In ela ion o he 10 h g ade s uden s’ lea ning associa ed wi h hei expe ience wi hin
he WQ, he e was some indica ion ha he expe ience helped s uden s in dealing wi h he
pandemic. S uden s men ioned ha by c ea ing ideos and podcas s hey had o oleplay and
ha was impo an o ease hei s a e o mind. A e he p ojec s uden s we e ques ioned
abou hei expe ience h ough a Google o m c ea ed o unde s and hei pe cep ions abou
he WQ. Thei pa icipa ion was anonymous and mo e han 50% o he class answe ed o i .
The g aphics p esen ed below a e he esul o hei hough s abou he WQ expe ience.
Some s uden s men ioned ha he making o he podcas was amusing and ha hey
no only expe ienced a good ime, bu also we e able o keep hei minds o he p esen
si ua ion, while laughing wi h hei colleagues. S ill, he WQ should no be conside ed only as a
dis ac ion du ing he pandemic, as his pa icula class demons a ed excellen le els o
p o iciency conce ning he English language du ing his ask. Thus, i was a aluable esou ce
o g oup wo k as well as o au onomous lea ning. All s uden s ha answe ed o he ques iona y
conside ed WQs as being di e en om o he g oup asks hey did be o e in he English
classes h oughou he yea s, saying ha i was be e han o he g oup asks hey de eloped
wi h hei eache s, as shown below.
Figu e 19. Pe cen age o s uden s who ag eed ha he WQ was be e han o he g oup
asks.
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Some s uden s e e ed ha he WQ allowed hem o discuss an impo an subjec wi h
less o mali y and helped hem o unde s and mo e abou he si ua ion han was happening
due o Co id-19 while lea ning new ocabula y. I was also conside ed use ul o lea n a
di e en ype o speech and w i ing while explo ing new ideas and using c ea i i y. Some
s uden s e e ed ha o he g oup asks can be e y bo ing o en, bu ha doing he WQ was
un as men ioned nex .
S uden s also added ha he e was g ea in e ac ion inside he g oups when c ea ing he
podcas s and ha he WQ was an o iginal way o wo king in g oups and an oppo uni y o be
mo e c ea i e. Ne e heless, some s uden s e e ed ha hey iden i y mo e wi h o he ype o
ac i i ies and ha hey did no like doing he podcas and ha was he eason o hem o
p e e o he ype o ac i i ies. A pa icula s uden poin ed ou ha i was di icul o him o
unde s and wha o do, al hough 68.8% o s uden s did no ind any p oblems in
unde s anding he ac i i y. Howe e , 68.8% o s uden s conside ed i would be help ul o ha e
an example o wha hey needed o do.
Figu e 20. Commen s abou he 10 h g ade WQ.
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Ne e heless, despi e he posi i e esul s, only 50% o he s uden s ha answe ed o
he ques iona y hough ha he WQ was ele an o hei lea ning p ocess. This ques ion
could ha e been miss in e p e ed, since 93.8% answe ed ha WQs a e a di e en way o
lea ning new hings.
I seems ha simila ly o 7 h g ade s uden s, he eedback o his p ojec was posi i e
wi h many s uden s e e ing ha he WQ le hem o be mo e c ea i e when doing hei asks
Figu e 21. Pe cen age o s uden s who ag eed ha an example helps o unde s and wha hey
needed o do.
Figu e 22. Pe cen age o s uden s who ag eed ha he WQ was use ul o lea ning new
hings.
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LIST OF ILLUSTRATIONS
Figu e 1. In oduc ion o he Gadge s and Technology WebQues . ............................................ 29
Figu e 2. Task sec ion o he Gadge s and Technology WebQues . ............................................ 30
Figu e 3. P ocess sec ion o he Gadge s and Technology WebQues . ....................................... 31
Figu e 4. Resou ces sec ion o he Gadge s and Technology WebQues . ................................... 32
Figu e 5. Assessmen sec ion o he Gadge s and Technology WebQues . ................................ 33
Figu e 6. Conclusion sec ion o he Gadge s and Technology WebQues . ................................. 33
Figu e 7. In oduc ion o he COVID-19: Coping wi h he c isis. ............................................... 34
Figu e 8. Task sec ion o he COVID-19: Coping wi h he c isis................................................. 35
Figu e 9. P ocess sec ion o he COVID-19: Coping wi h he c isis. .......................................... 36
Figu e 10. Resou ces sec ion o he COVID-19: Coping wi h he c isis. .................................... 36
Figu e 11. Assessmen sec ion o he COVID-19: Coping wi h he c isis. .................................. 37
Figu e 12. Conclusion sec ion o he COVID-19: Coping wi h he c isis. .................................. 38
Figu e 13. Example o a digi al pos e . .............................................................................................. 40
Figu e 14. Pe cen age o s uden s who ag eed ha he WQ helped hinking and ind a
solu ion o he p oblem............................................................................................................... 43
Figu e 15. Pe cen age o s uden s who ag eed ha he WQ was use ul o lea ning new hings.
.......................................................................................................................................................... 43
Figu e 16. Pe cen age o s uden s who ag eed ha an example helps o unde s and wha hey
needed o do. .................................................................................................................................. 44
Figu e 17. Pe cen age o s uden s who ag eed ha i was mo e di icul o ge help om he
eache . ............................................................................................................................................ 44
Figu e 18. Tips o dealing wi h he pandemic and comme cial b eak. ........................................ 47
Figu e 19. Pe cen age o s uden s who ag eed ha he WQ was be e han o he g oup asks.
.......................................................................................................................................................... 48
Figu e 20. Commen s abou he 10 h g ade WQ. ............................................................................. 49
Figu e 21. Pe cen age o s uden s who ag eed ha an example helps o unde s and wha hey
needed o do. .................................................................................................................................. 50
Figu e 22. Pe cen age o s uden s who ag eed ha he WQ was use ul o lea ning new hings.
.......................................................................................................................................................... 50
