| The purpose of this study was to explore the teacher's and students' use of a popular Internet tool called "WebQuests" in an English as a Foreign Language (EFL) context in Thailand. Based on the framework of constructivism, the study employed both qualitative and quantitative techniques in order to answer four research questions that involve the documentation and analysis of instructional methods, learning outcomes, and teacher's and students' experiences and perceptions with the WebQuests for EFL learning.;Two units of WebQuests were selected to be implemented in an EFL college-level reading class in Thailand. Through class observations, interviews, the teacher's self-reflections, and field notes, the study aimed at documenting the teacher's experiences, perceptions and decision-making in using this new instructional technology, including the pedagogical issues and challenges arising from the use of WebQuests. Both qualitative and quantitative approaches, such as pre- and post-vocabulary test scores and students' artifacts were gathered in order to examine the students' learning outcomes in terms of vocabulary gains, breadth and depth of the students' research, and the students' level of thought and oral proficiency. Additionally, a five-point Likert scale questionnaire was administered to obtain information about the learners' experiences with different learning aspects of WebQuests. Interviews with four focal learners were conducted in order to gain a deeper understanding of the students' views and experiences.;The results of the learning outcomes showed that the learners made a statistically significant gain in the vocabulary tests in both units and that the type of tasks influenced different learning outcomes. The teacher expressed the positive aspects and challenges concerning the use of WebQuests regarding the underlying principles and methods embedded in the tool as well as the constraints of the curriculum and assessment. Students' perceptions revealed the different levels of students' engagement and reaction with the WebQuest group tasks, and their experiences with the online reading and searching. Finally, the study makes pedagogical recommendations for adopting WebQuests in the EFL classrooms and for future research on WebQuests. |
