International Journal of Pedagogics
182
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
182-185
10.37547/ijp/Volume05Issue04-49
The Importance of Web Quest Tool in The Organization of
Independent Study
Xamdamov Usmon Ergashevich
Gulistan state university, Uzbekistan
Received:
26 February 2025;
Accepted:
22 March 2025;
Published:
25 April 2025
Abstract:
This article focuses on how to use web search technologies in foreign language teaching. Here are ways
to demonstrate the effectiveness of web-quest technology in organizational and pedagogical processes. In the
context of information, the importance and significance of the web quest in the pedagogical education system is
revealed and the effectiveness of web-quest technology activities in the process of independent work of future
English teachers is mentioned.
Keywords:
Globalization, information technology, web-quest, lesson, internet, creative thinking, learning,
process, assignment, motivation, resource, language, project.
Introduction:
Today, computers and the Internet are
playing an increasingly important role in the teaching
process around the world. The internet is a very
important tool for reading and teaching because it
provides the opportunity to teach a true language. In
the context of rapid globalization and the process of
informatization, the training of competitive specialists
in the global labor market using effective methods to
ensure the quality of education in our country has been
identified as an important task.
The main task of the teacher in organizing independent
learning with future English teachers is to work
scientifically, theoretically, methodologically on the
strengths and weaknesses of each student, individual
abilities, interests, skills and aspirations in the subject
taught. In the process of sharing knowledge, the future
English teacher pedagogically demonstrates his / her
qualifications, potential, and how well he / she adapts
to modern trends. Awareness of modern technologies,
effective use of technological conditions opens the
door to a wide range of opportunities for future English
teachers, as well as facilitates teaching in job activities.
In this regard.
Currently, there is a shortage of specialists in various
fields of activity who can solve problems independently
and in a team, using the Internet. Therefore, the option
of project activities such as students’ web quest
diversifies the learning process, making it lively and fun.
Web-quest is a query-oriented activity in which users
get all the information from the Internet. Teachers
provide their students with documents that include
links to websites for access to relevant information.
Web-quest supports critical thinking through analysis,
creation and evaluation. It also introduces technology
to learning and supports cooperative learning. And the
experience gained will pay off in the future, as a
number of competencies will be developed in the
process of working on this project:
•
use of IT to solve professional problems
(including searching for the necessary information,
formatting work results in the form of computer
presentations, websites, flash videos, databases, etc.);
•
self-study and self-organization;
•
teamwork (planning, division of functions,
mutual assistance, mutual control);
•
the ability to find several ways to solve a
problematic situation, to determine the most
reasonable option, to justify the choice;
•
oratory skills (it is mandatory to pre-defend
and defend projects with authors ’speeches, questions,
discussions).
Web-quest provides teachers with educational
framework to create a meaningful online learning.
Well-designed Web-quest contains six steps:
1.
Introduction
—
The introductory section
provides basic information and motivational scenarios
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
such as giving students role-
playing roles: “You speak
English fluently” or “You are a tourist planning to travel
around the world”. Students will also be given an
overview of learning objectives.
The purpose of the introduction is to make the lesson
necessary and fun for the students. Projects are
naturally more enjoyable when they are related to
students’ interests, ideas, past experiences, or future
goals. The achievement of the motivational component
is to engage and excite students at the beginning of
each Web-quest.
2.
Task
—
The task is an official description of
what students will accomplish at the end of Web-quest.
First, the teacher finds a resource for a specific topic on
the Internet. The teacher then provides a session for
the student that includes information from various
sites. This task should be worthwhile and fun.
Developing this task - or key research questions - is the
most challenging and creative aspect of creating a
Web-quest. Students may be required to publish on a
website, collaborate with another site or institution on
an online research initiative, or create a multimedia
presentation on a specific area of their research. The
task should be aesthetically appealing, fun for essential
students.
3.
Process
—
in this section, the teacher guides
the student through the assignment. The teacher
provides advice on time management, data collection,
and the presentation of strategies for working in a
group setting. Teachers sometimes include the
following in this section: learning objectives or tips. In
some cases, the section is replaced by a full time line
for the project.
4.
Resources
—
This section of Web-quest
contains a list of resources that your students will need
to complete the assignment. In the old Web-quests,
you will find the resources listed in your section. Recent
web requests have resources included in the “Process”
section to access the relevant section. Keep in mind
that sources other than the Internet are also available.
While diversity is a key aspect of this life, Web-quests
demonstrate newer aspects with materials that
complement Internet resources. These can include
things like video clips, audiocassettes, books, posters,
maps, models and etc.
5.
Evaluation
—
the result of web surveys is
usually generated in the form of a written / oral
presentation or a multimedia presentation. An
effective evaluation tool for evaluating a web-quest
product is this rubric. The headings help the teacher
make it clear to the students. Ideally, rubrics can be
structured with students’ feedback.
6.
Conclusion
—
the last step allows students to
reflect and draw conclusions from the teacher. Taking
the time to discuss possible extensions and syllabi of
the course respects the constructivist principle: "We
learn by learning - but by talking about what we have
done, we learn even better." In the final part of the web
question, teachers can suggest ways for students to
work in other ways to improve the lesson.
Web-quest as an effective training tool is characterized
by deep assimilation of new knowledge through of
critical thinking. Studies show that Web-quest is
supported by four main structures: critical thinking,
application of knowledge, social skills and scaffold
learning.
The benefits of using a web-quest for future teachers
include: start the unit as a waiting package; conclude a
unit as a summation; as a collaborative activity in which
students create products (development of cooperative
education); teach students to be independent thinkers
because most of the problems that arise in a web
question are life problems; increasing competitiveness
in the use of technology; and as motivational methods
to keep students on task.
The Web-quest approach allows teachers to integrate
critical thinking, collaborative learning and authentic
texts in one problem solving task. Adequate scaffolding
is provided, but encouraged to think independently.
Web Quests can provide open-ended questions that
require students go beyond simple facts, analyze and
evaluate
texts,
and synthesize
reading
and
transforming and demonstrating this knowledge and
deeper understanding topics into a product that is
presented to their colleagues.
Web-quest are designed to maximize the integration of
the Internet into various educational subjects at
different levels of learning and control in the
educational process, including when teaching a foreign
language. They cover a separate problem, academic
subject, topic, can be interdisciplinary. Quest projects
can be used for short-term and long-term work.
The short-term quest project has simple educational
goals - expansion, deepening knowledge and
integrating them, they are usually designed for one to
three sessions. In long-term quest projects, the
educational goal of a different level: students expand
and transform their knowledge obtained from
information sources, internet and real life. They are
designed for a long term - maybe a semester or even an
academic year.
A web quest can become an effective intermediate or
final form of control. It is also a modern form of
individual, group and pair control.
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International Journal of Pedagogics (ISSN: 2771-2281)
The advantage of quest projects is the use of active
teaching methods. So thus, the quest project can be
designed for both group and individual control. The
controlling quest project involves two types checks:
checking knowledge (actually "passing the quest") and
checking skills, information activity (after completing
the quest, the student must also present some
conclusion, or complete a task corresponding to the
plot quest), the ability to adequately present
information
Effective teachers can use technology as a tool to
engage students and promote inquiry, it is more an
artifact of the way the teacher uses the technology
than an outcome of the technology`s instructional
design. Thus, the teacher`s role in supporting learning
in line with constructivist and social constructivist
theories is crucial. For instance, to support scaffolding
process, the educator carries out the followings in an
arranged way: encourages discussions and keeps it in
progress. The teacher involves groups and individual
learners into interaction and promotes the advance of
conception. The extent of teachers` awareness of
technology`s potential regarding certain learning
outcomes and implemented environment could
indicate its usefulness in the class. Thus, inadequately
difficult assignments or uninteresting topic within a
web-quest prepared by the teacher could lead to a loss
of interest of the learners. According to some study
findings, there were cases when a web-quest could not
facilitate to keep students motivation for a long time.
The students were uninspired to utilize it in several
weeks . Further, - students are expected to follow the
directions on the Web-quest and visit the reliable links
selected by the teachers to get new information.
Therefore, students may not return to the web-quest
portals to complete their work if they are distracted by
other Web sites that they find more appealing. Finally,
being one of the ICT tools, a web-quest inherent some
of its restrictions. Thus, lack of equipped computers,
finance and low level of internet connection might be
barriers in using a web-quest adequately in teaching
and learning.
Inclusion in the educational process in foreign language
computer quest-projects will allow:
•
develop skills in human information activities;
•
to form a positive emotional attitude to the
learning process,
To increase the motivation of learning, the quality of
assimilation of knowledge in the studied subject;
•
develop the creative potential of students;
•
to form general skills of mastering the strategy
of mastering educational material.
The topic of web quests can be very diverse,
problematic tasks can differ in the degree of difficulty.
The results of the web quest, depending on the
material being studied, can be presented in the form of
an oral presentation, computer presentation, essay,
web page and etc. Even an unsuccessfully completed
quest project also has a big positive pedagogical value.
Understanding mistakes creates motivation for
repeated activities, forms a personal interest in new
knowledge. Such reflection allows you to form
adequate assessment (self-esteem) of the world
around and yourself. This contributes to the
development of students of the skills of a long search
for the necessary information, its analysis, structuring.
Using web quests and other tasks based on Internet
resources in training language requires students to
have an appropriate level of language proficiency to
work with authentic Internet resources. In this regard,
the effective integration of web quests into the process
of learning foreign languages is possible in cases where
the web quest:
•
is a creative task that completes the study of a
topic, thereby being an intermediate or final form of
control;
•
Accompanied by training vocabulary and
grammar exercises based on language material used in
the web quest of authentic resources.
During the web quest, students can work at an
individual pace, going back to the material that has
been learned the worst. Implementation of this
approach to learning enriches the capabilities of the
teacher, allowing him to individualize studying process.
Individualization here is primarily associated with
taking into account the preliminary training of trainees
(level of their knowledge and skills), with
differentiation
by
psychological
characteristics
(temperament, the nature of the flow of mental
processes, learn ability, speed of work with educational
elements). To get it right organize the educational
process, the teacher should always have a supply
(reserve) of educational elements that can be offered
to students. These learning elements will develop,
deepen, make more solid and conscious knowledge of
students.
Using web quests makes the learner independent,
adapted to life, able to navigate in various situations,
contributes to the development of cognitive, creative
skills of students, skills independently construct their
knowledge, skills to navigate in information space;
development of critical thinking, information skills.
With using web-quest technologies, the teacher gets an
effective way of forming motivation for learning,
creative comprehension of the material, careful
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
consolidation of knowledge and their effective control.
Thus, increasing the didactic efficiency of the
educational system and quality of higher professional
education lies in scientifically based integration of
modern information and pedagogical and traditional
technologies training and supervision, as well as in
creating conditions for the realization of creative
potential trainees.
The web-quest is an effective approach to learning that
allows pre-service teachers the opportunity to connect
curriculum, technology, and pedagogy in ways that
help their students become more independent learners
through a learning-to-learn approach versus the
transmission model of instruction. This Web-based
approach assists students in making cognitive
connections and construct more complex mental
schema in a real world task that can lead to confidence,
higher motivation, and ultimately higher achievement.
By creating a carefully scaffold infrastructure for
learning and using technology during the pre-service
teacher education program and working with
cooperating teachers in applying this technology during
the field experiences, the chances for integration of
technology in the classroom are greatly increased. This
can result in the creation of a critical mass of teachers
who can use technology to motivate learners and
ultimately increase their language and cultural
proficiency in ways that enrich the teaching and
learning of languages inside and outside the classroom
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