From a WebQuest to a ReadingQuest: learners' reactions in an EFL extensive reading class

Ana Cláudia Barros, Ana Amélia Amorim Carvalho

Abstract


Most students don’t like reading in a foreign language. They find it a difficult task, mainly due to the high number of unknown words they encounter when reading a text. They consider reading classes boring and uninteresting and as a result our students are poor readers. Concerned with this situation, we conducted a study on the impact of a learning environment based on the WebQuest, a ReadingQuest, and on student engagement in an extensive reading task. The results show that the ReadingQuest is a valuable environment for teaching extensive reading, in contrast to traditional reading classes, as it can enhance motivation and promote constructivist learning.

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