The Effect of a WebQuest-Based Program (WQBP) on Optimizing EFL Students' Self-Regulation | ||||
| Journal of Research in Curriculum Instruction and Educational Technology | ||||
| Article 3, Volume 5, Issue 2, April 2019, Page 77-98 PDF (888.41 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jrciet.2019.33601 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Ahmed Saad Salem1; Mervat ElHadidy; Aly A. Qoura2 | ||||
| 1Aljazeera Academy, KSA | ||||
| 2Mansoura University, Egypt | ||||
| Abstract | ||||
| T he study aimed at investigating the effect of a webquest-based program (WQBP) on developing Egyptian secondary school students' self-regulation. The participants of the study were 20 students of a governmental secondary school in the town of Temay AlAmdid , Mansoura, Egypt. They were divided onto two groups: experimental group = No 20 and the control group No = 20.The study sough to answer one main question: what is the effect of a proposed webquest-based program on students' self-regulation? Two other sub-questions were posed as well: what are the features of the proposed WQBP that can enhance Ss' self-regulation? And Does the WQBP affect the secondary stage students' self-regulation? The study hypothesized that there would be a significant relationship between the WQBP and the Ss' SR. also there would be a statistically significant difference between the mean score of the experimental group and the control group on the post application of the SRQ in favor of the experimental group. A Self-Regulation Questionnaire (by Pintrich et al's, 1991) was used to measure students' self-regulation. The results were statistically treated using the SPSS package, 12th edition. The results indicated that the WQBP was effective in developing students' self-regulation. The study recommends using webquest in teaching EFL skills and subskills in addition to including it in teachers' professional development programs | ||||
| Keywords | ||||
| : Webquest – self regulation – TEFL ـ Blended learning – self-efficacy – motivation; goal setting – monitoring ـ constructivism – scaffolding | ||||
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