EFFECTS OF A WEBQUEST PROJECT ON ENGLISH READING, WRITING, MULTI-CULTURAL AWARENESS, AND MULTILITERACIES FOR NON-ENGLISH MAJORS IN CENTRAL TAIWAN

• Main Authors: Yu-Chieh Cheng, 鄭羽傑
• Other Authors: Dr.Ye-Ling Chang
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/77709645778247376241

博士 === 國立高雄師範大學 === 英語學系 === 102 === The purpose of the present study aims to explore effects of a WebQuest project (http://www.webquest-rw.com/moodle/login/index.php) on English reading, writing, multi-cultural awareness, and multiliteracies for non-English majors in central Taiwan. To achieve the purpose, the researcher recruited 100 university students in two classes of English reading and writing in the general education program. The subjects were divided into two groups: experimental group (EG) and control group (CG). In addition, the study was conducted for 16 weeks. First, the English literacy performance of the EG and the CG before and after the WebQuest project was compared by independent samples t-test and paired samples t-test. Then the EG’s and CG’s responses to English literacy, multi-cultural awareness, and multiliteracies after the WebQuest project were examined by independent samples t-test. After that, the EG’s responses to sections of the WebQuest project platform were analyzed by descriptive statistics. In addition, the EG’s responses to their learning benefits, difficulties and suggestions for the WebQuest project were investigated qualitatively. Finally, the correlations among the EG student responses to English reading, writing, multi-cultural awareness, and multiliteracies after the WebQuest project were analyzed quantitatively and qualitatively by Pearson’s product-moment correlation coefficient. Based on the data analyses, the major findings of the study are summarized as follows: 1.There is a significant difference in the CG’s and the EG’s English literacy performance before and after the study. In addition, the increased mean scores for the CG and the EG respectively show that both traditional classroom English literacy instruction and WebQuest-based language teaching could successfully enhance the students’ English literacy. Moreover, there is a significant difference in the English literacy performance between the CG and the EG after the English instruction. Furthermore, the mean score of the EG was higher than that of the CG in the English literacy post-test, suggesting that the EG performed better than the CG in the post-test. Compared with the traditional classroom-based English literacy instruction, the WebQuest-based instruction has great effects on the EG’s English literacy performance. 2.There are 13 significant differences in the CG’s and the EG’s responses to English literacy after the English instruction. According to the higher mean score in the post-study questionnaire, the EG showed more positive learning experience on their English literacy than the CG. Specifically, in English reading, the EG were interested in English reading and could understand the vocabulary and phrases while reading. In English writing, the EG developed more interests in English writing and were able to collect relevant information before English writing. 3.There are seven significant differences in the CG’s and the EG’s multi-cultural awareness after the WebQuest project. According to the higher mean score in the post-study questionnaire, the EG held more positive responses to the multi-cultures than the CG. In particular, the EG students developed interests in learning multi-cultures and awareness of the importance of multi-cultures in terms of beliefs, languages, and norms. 4.There are four significant differences in the CG’s and the EG’s responses to multiliteracies after the WebQuest project. According to the higher mean score in the post-study questionnaire, the EG held more positive responses to multiliteracies than the CG. To be specific, the EG students were confident that they could integrate relevant information when surfing or reading different webpages, do English writing in the Web-based forum, and compose online English PowerPoint slides. 5.Results from the EG student responses to the WebQuest project revealed that the majority of the EG students held positive responses to the WebQuest project. However, a great number of the EG students demonstrated difficulties in reading materials with new English words and the higher level of the reading materials. In this regards, most of the EG students hoped to have a simplified version and a bilingual version of online reading materials. 6.There are three positive correlations among the EG’s responses to English reading, writing, multi-cultural awareness, and multiliteracies after the WebQuest project. Specifically, the EG with better English literacy performance tended to have better multi-cultural awareness and multiliteracies, suggesting that English literacy was positively correlated to multi-cultural awareness and multiliteracies. Based on the study findings, some pedagogical implications are provided. First, EFL teachers can incorporate the WebQuest project into English literacy course for non-English majors in college general education. Compared with the traditional classroom-based English literacy instruction, the WebQuest-based instruction can engender much potential for English literacy instruction. Next, students’ multi-cultural awareness can be promoted with the help of the WebQuest project. In the WebQuest project, students learned in the authentically socio-cultural contexts. When students get involved in different socio-cultural practice, they may identify the multi-cultural settings and related customs of different cultures. For the development of multiliteracies, EFL teachers can apply the WebQuest project to reinforce students’ ability of information gathering as well as integration, and to increase their experience of online PowerPoint composing and presentation. Finally, the use of online resources can give students an authentic material for literacy learning. When materials become more meaningful and real, students’ involvement in learning can be reinforced and they may learn how to use the target language in real life.