Transcript PLANEACION ESTRATEGICA PARA MEJORAR EL SERVICIO AL …

Dissertation Theme
“The incidence of using WebQuests on
the teaching-learning process of English
Foreign Language (EFL) for students
attending the seventh year of basic
education at República de Panamá
School, 2010-2011 school year”.
Introduction
Why was this theme chosen?
Importance of English Foreign Language.
Traditional strategies used in EFL teaching-learning process.
Low level of competence in the target language.
Lack of motivation in students.
Need to reverse this situation.
What to do?
Implementation of innovative teaching strategies
WebQuests in the EFL teaching-learning process.
as
Subjects of study
Students attending 7th. year of Basic Education at Republica
de Panama School.
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Problem Identification
Lack of students'
motivation
Traditional
instructions limit
the learning
process
Not applying
innovative
strategies in
classrooms
LOW LEVEL OF
ENGLISH
KNOWLEDGE
AND
PERFORMANCE
IN STUDENTS
Teachers use
traditional
methods
Deficient EFL
teaching-learning
process , especially
in Public Schools
Does the use of the WebQuest Strategy have any
incidence in the teaching-learning
process of EFL?
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Variables Working Out
Dependent Variable:
The Teaching-Learning Process
Independent Variable:
WebQuests
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Objectives
To determine the incidence of using
WebQuests on the Teaching-Learning
Process of EFL.
General
To propose the implementation of
WebQuests on the Teaching-Learning
Process of EFL.
To carry out an analysis about the use
of WebQuests on the TeachingLearning Process of EFL.
OBJECTIVES
Specific
To design a sample guide for
implementing WebQuests in the EFL
curriculum.
To promote the students’ motivation to
learn English through the use of
WebQuests.
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Justification
English Foreign Language
Facilitates communication
Most spoken language
around the world
Mandatory instruction
due to its importance
Current English knowledge?
Low level of English knowledge,
and performance in students
Why?
Traditional strategies
used in
teaching-learning
process
Lack of motivation
in
students
What to do?
Technology offers innovative tools
for using in teaching-learning process
of EFL
Options
Web tool= WebQuest Strategy
* Construct knowledge
* Higher thinking skills
* Motivation
Results
Improvement of EFL teaching-learning
Language Skills Development
Competence/performance
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Theoretical Framework
THEORETICAL AND CONCEPTUAL FOCUS
THE TEACHING-LEARNING
PROCESS
Definition: Act performed by means of the effective
interaction of teachers, learners, contents, and the
appropriate teaching resources and strategies.
Objective: Achieve predetermined academic goals.
Students' acquisition of knowledge (effective learning)
Learning Theories:
Behaviorism
Cognitivism
Constructivism
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Theoretical Framework
• Role (impart knowledge,
create
learningenvironment).
• Characteristics
and
Behavior in classroom.
• It stimulates the
flow of
communication of
all the
participants.
TEACHER
LEARNING
ENVIRONMENT
LEARNER
ELEMENTS OF
TEACHING-LEARNING
PROCESS
• Role (active
participants)
• Characteristics and
Behavior in classroom.
• Physical tools such as:
computers, books, etc.
• Teaching strategies or
methods used by teachers to
instruct in classrooms such
as lecture, role play, etc.
E.g. an INNOVATIVE strategy
as WebQuests is a good option
that can have a positive effect
on students' attitudes to learn.
TEACHING
RESOURCES
AND
STRATEGIES
CONTENT
The STUDENT-ACHIEVEMENT or OUTCOME
is the primary focus on
the teaching-learning process.
• The content is what is
taught and determined
by learning objectives.
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Theoretical Framework
WEBQUESTS
Definition: According to Bernie Dodge (1995),
“a WebQuest is an inquiry-oriented activity in which
some or all of the information that learners interact with
comes from resources on the internet”.
General benefits:
•Easy implementation in the curriculum.
•Engage students in active learning.
•Promote understanding and construction of knowledge.
•Useful way of using internet for teaching and learning
•Avoid the burdensome of using internet
(preselected resources).
•Use of technology arouses students' interest to learn.
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Theoretical Framework
Short-Term
Types
Long-Term
Critical
General Attributes
Non-critical
Introduction
Task
Process
Components
Resources
Evaluation
WEBQUESTS
Constructivism
Conclusion
Theoretical
Foundations
Motivation
Cooperative
Learning
* Attractive Start
Criteria for
designing the
strategy
* Challenging Task or Topic
* Definition of Roles /Distribution of Groups
* Transformative Thinking- useful information
* Correct use of Web resources
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Theoretical Framework
Construction of
significant
knowledge
Cooperative workinteraction and
practice with the
target language
Student
achievement is
possible
Promote
motivation in
students
THE WEBQUEST
STRATEGY IN THE
TEACHING-LEARNING
PROCESS OF EFL
Development of
language skills
Engage students
in learning the
target language
Real
communication in
the target
language
Effective way for
teachers when
instructing EFL
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Theoretical Framework
HYPOTHESIS SYSTEM
WORKING HYPOTHESIS
The WebQuests have a positive incidence on the teachinglearning process of EFL for students attending the seventh
year of basic education at Republica de Panama School.
NULL HYPOTHESIS
The WebQuests do not have any incidence on the teachinglearning process of EFL for students attending the seventh
year of basic education at Republica de Panama School.
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Methodological Design
RESEARCH TYPE
AND DESIGN
• Type of research: Basic, descriptive and of field.
• Research design: Quasi-experimental- establish cause-effect
relationship by manipulation of variables and treatments.
• Not random assignment of the sample (control and experimental
group).
• Pre/Post-Test Design.
• Population: All the students of Republica de Panama School (145
individuals)
POPULATION AND
SAMPLE
• Sample: Convenience sampling method.
The selected sample was representative for this study: 44 students
attending the 7th grades of basic education.
- 7th grade A- experimental group (22 students)
- 7th grade B- control group
(22 students)
FIELDING
The study was carried at Republica de Panama School.
• Participation: Students (control and experimental group), English
Teachers, and researcher.
• Control group worked with its regular curriculum.
• Experimental group was subject of the application of the treatment
(WebQuest strategy)
• All the students were tested before and after the experiment.
• Techniques: Survey, observation, interview and tests.
INSTRUMENTS FOR • Instruments: Questionnaires (survey and interview), check list
DATA COLLECTION (observation class), pre and post-tests
PROCESSING AND
ANALYSIS
• Data: Quantitative and qualitative data was organized, processed
and analized in order to get the conclusions.
• Descriptive statistics: Measures of central tendency and dispersion.
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Testing the Hypothesis
GRAPHICAL EXPOSITION OF RESULTS
PRE-TEST RESULTS
Control Group
Experimental Group
20,0
20,0
15,50
15,00
14,50 14,50
14,50
14,00
14,00
14,00
14,00
14,00
13,50
13,00
13,00
13,00 13,00
12,50
12,00 12,00
SCORE
13,00
10,0
10,00
Mean 13,14
5,0
SCORE
10,0
16,00
14,50
13,50
11,00
9,00
15,50
15,0
SCORE
15,0
13,50
13,00
11,00
10,00
12,50
14,50
14,00
13,50
13,00
12,00
11,50
15,50
15,00
15,00
13,50
13,00 13,00
12,00
SCORE
Mean 13,41
MEAN
MEAN
5,0
0,0
0,0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
STUDENTS
STUDENTS
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COMPARISON OF PRE-TEST RESULTS
20
18
16
SCORES
14
13,41
13,14
12
10
MEAN
8
6
4
2
0
CONTROL GROUP
EXPERIMENTAL GROUP
According to the analysis of the mean of the pres-tests applied to the students,
it was concluded that both the experimental (mean 13,14) and the control
group (mean 13,41) had a low level of English knowledge.
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POST-TEST RESULTS
Experimental Group
Control Group
20,0
20,0
18,50
14,50
SCORE
13,00
17,00
17,00
16,0016,00
15,5015,50
17,00
15,0
14,00
10,0
Mean 15,77
SCORE
SCORE
15,0
17,50
16,50
16,50
16,00 16,00
16,00
15,50
15,00
14,00
13,50
17,00
16,50
10,0
11,00
14,50
14,0014,00
13,50
13,00
11,00
16,00
15,00
15,00
14,00
13,00
12,00
11,00
Mean 13,61
MEAN
5,0
15,00 15,00
14,00
13,50
13,00
12,50
12,50
SCORE
MEAN
5,0
0,0
0,0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
STUDENTS
STUDENTS
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COMPARISON OF POST-TEST RESULTS
20
18
15,77
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SCORES
14
13,61
12
10
MEAN
8
6
4
2
0
CONTROL GROUP
EXPERIMENTAL GROUP
According to the analysis of the mean of the post-tests applied, it was
concluded that the mean of the experimental group (15,77) increased after
the application of the WebQuest strategy in the teaching-learning process of
EFL during the month of the experiment, while the mean of the control
group (13,61) which worked with the regular curriculum program, did not
have important changes.
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GENERAL ANALYSIS
The calculation of the mean
of scores obtained by experimental and
control group in the first test, determined their low level of English knowledge and in
the second one, the significant difference of performance between the students who
worked with WebQuests and those who did not.
Conclusion: Control group got low scores in both tests, but the experimental group
showed a higher performance in the second test, which means the integration of
WebQuests in the EFL curriculum had the expected result: Motivate students to learn
the target language, improve competence, and increase performance considerably.
TESTING THE HYPOTHESIS
T-test was used to compare the difference between the two means obtained and
determine a significant difference to reject the hypothesis.
FORMULA:
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STATISTICAL RESULTS
EXPERIMENTAL GROUP POST-TEST
Σ=
CONTROL GROUP POST-TEST
SCORE
MEAN
(S-M)²
SCORE
MEAN
(S-M)²
Xi
X1
(Xi- X1 ) ²
Xi
X2
(Xi- X2 ) ²
16,50
15,77
0,533
13,50
13,61
0,012
14,50
15,77
1,613
12,50
13,61
1,232
13,00
15,77
7,673
11,00
13,61
6,812
17,00
15,77
1,513
13,00
13,61
0,372
14,00
15,77
3,133
14,00
13,61
0,152
16,50
15,77
0,533
15,00
13,61
1,932
16,00
15,77
0,053
12,50
13,61
1,232
15,50
15,77
0,073
15,00
13,61
1,932
17,50
15,77
2,993
17,00
13,61
11,492
15,00
15,77
0,593
11,00
13,61
6,812
16,00
15,77
0,053
13,50
13,61
0,012
13,50
15,77
5,153
14,50
13,61
0,792
16,00
15,77
0,053
13,00
13,61
0,372
16,50
15,77
0,533
14,00
13,61
0,152
18,50
15,77
7,453
14,00
13,61
0,152
14,00
15,77
3,133
11,00
13,61
6,812
16,00
15,77
0,053
16,00
13,61
5,712
16,00
15,77
0,053
15,00
13,61
1,932
17,00
15,77
1,513
12,00
13,61
2,592
15,50
15,77
0,073
14,00
13,61
0,152
15,50
15,77
0,073
13,00
13,61
0,372
17,00
15,77
1,513
15,00
13,61
1,932
347,00
38,36
n= 22
X1= 15,77
Σ=
299,50
Degree of freedom
42
Significance level 0.10
Critical value
1.682 (t-student table)
T result
4.965
The T result must be higher than the critical value
in order to reject the hypothesis.
T- Test
SD=1,321
X2= 13,61
15.77 -13.61
√ 1.321² + 1.552²
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t=
2.16
√ 1.745 + 2.409
22
t=
2.16
√ 4.154
22
t=
2.16
√ 0.189
t=
2.16
0.435
52,97
n= 22
S= 1,744
t=
S= 2,408
SD=1,552
t=
4.965
STATISTICAL DECISION
It was obtained t=4.965 which is higher than the critical value, for this the null
hypothesis is rejected. Therefore, the work hypothesis is accepted as valid,
because using WebQuests had a positive incidence on the teaching-learning process of
EFL for students attending the 7th grade at Republica de Panama School.
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CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
RECOMMENDATIONS

WebQuests had a positive incidence 
on the teaching-learning process of
EFL.

All the students showed a low level of
English knowledge after applying the
pre-test.

Traditional strategies did not arouse 
students´ interest in learning EFL.
Lack of motivation to learn.
Appropriate
teaching
strategies
should be used for students to feel
motivated to learn EFL.

Experimental group showed more 
interest in learning EFL when using
the WebQuest strategy and also
increased their performance.
Teachers
should
work
with
appropriate teaching resources that
help students to acquire a better EFL
competence
and
develop
their
language skills.

After
using
WebQuests,
the 
experimental group showed a better
development of language skills,
especially in writing, reading, and
speaking.
Schools and teachers should analyze
the importance of using new teaching
strategies in order to achieve the
student outcome.
WebQuests should be included into
the curriculum program to improve
the teaching-learning process of EFL.
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The Proposal
“Sample guide for the development and
implementation of the WebQuest strategy
in the EFL curriculum”
DESCRIPTION:
It is a guide for teachers to learn how to develop and implement the WebQuest
strategy in the EFL curriculum of Republica de Panama School, which will be a new
tool to teach the target language to the students and motivate them to learn and
achieve its competence.
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OBJECTIVES:
To learn how to design and apply the WebQuest strategy in the
EFL classrooms.
To implement the WebQuest strategy in the EFL curriculum as a
practical tool to improve the teaching-learning process.
To include interactive activities in the EFL curriculum by means of
WebQuests for students to feel motivated to learn English and
increase their performance .
FEASIBILITY
IMPACT
• Easy to create and implement.
• Resources available for the implementation (internet access, computers).
• The need of new teaching strategies in the EFL curriculum program to improve
the teaching-learning process.
• Active participation of students and teachers.
• Useful and practical tool for teachers and students.
• Students can acquire better competence in the target language.
• EFL teachers can improve their teaching in classrooms.
• Instructions will be moved from teacher-centered to learner-centered.
• Integration of new strategies improves the EFL teaching-learning process.
• Increase students' motivation and performance.
• Promote cooperative learning and construction of knowledge.
• Achievement of educational goals (teachers and students).
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STRUCTURE AND DEVELOPMENT:
WEBQUEST STRATEGY FOR EFL CURRICULUM PROGRAM
DEFINITION
Inquiry-oriented activity in which the information that learners interact with comes from
resources on the internet. The short-term WebQuests are recommendable for new users of
the strategy, which could last from 1 to 2 class-hours.
STRUCTURE
1. Introduction
2. Task
RECOMMENDATIONS FOR
DESIGNING
• Activities oriented to motivate
students.
• Attractive background information.
• Establish and attain learning goals.
• Tasks should imply the significant
use of EFL.
• Use resources from web properly.
• Process planned to practice
language skills.
• Activities focused on students’
needs.
• Activities encourage: thinking,
reasoning, and understanding in
students.
3. Process
4. Resources
5. Evaluation
6. Conclusion
TOOLS REQUIRED
IMPLEMENTATION IN THE CURRICULUM
• Technology available
(computers and internet access).
• The platform to be used is “CREATE
WEBQUEST” http://www.createwebquest.com/
(for further works it could be used any website or
platform)
• Creation of an account for each EFL teacher in
the platform.
• EFL resources and materials.
(Teachers search their own material, online ones
is mandatory).
• Integration in the curriculum as
another traditional activity. (according
to the contents, included in lesson plans)
• Take into account classroom goals.
• Explain students how to use the
activity, benefits, expected results.
• Give students background information
about the topic.
• Tutor the activity all the time (solving
questions, misunderstandings, new
vocabulary, etc.)
• Review all resources (links) work
normally.
• Encourage cooperative work to
accomplish the tasks.
• Match less proficient with more
proficient students.
• Assessing the students´ performance
after finishing the activity.
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WEBQUEST STRATEGY DEVELOPMENT:
STEP 1. Go to the platform page to create the WebQuests and click button
Create WebQuest
STEP 2. Write the title of the topic. The first page shows links to the other parts of the
WebQuest.
1
2
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STEP 3. The background of the topic will be placed by clicking the INTRODUCTION link.
Save the information in each section by clicking button . Save
STEP 4. Click the option on the tool bar that appears in all sections to select font, color,
and insert images.
3
4
25
STEP 5. The TASK and the PROCESS sections follow the same steps as in the introduction
part.
5
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STEP 6. The RESOURCES are linked in the process section, by clicking the link button on
the tool bar. Write the name of the website and update it.
STEP 7. The EVALUATION and the CONCLUSION sections follow the same steps as in the
introduction part.
6
7
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At this point, the WebQuest is completely done and ready to be used in the classroom.
This is a sample of the final work that can be seen by clicking the button Preview at the
bottom of the page:
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In sum, the WebQuest strategy is a useful tool for teachers to impart the target
language. The appropriate creation and application of this activity is mandatory if
teachers want their students to be motivated to learn and acquire a better
competence. This work is presented as a guide for teachers to learn how to create a
new strategy that facilitates and improves the teaching-learning process of EFL.
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THE END
AUTHOR:
María Belén Sánchez
ADVISORS:
Msc. Lilián Ávalos
Dra. Dolores Paredes
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