Analysis of the implementation of a webquest in teaching students

Аннотация

The purpose of this article is to prove by generalizing our own experience the expediency of using WebQuests in teaching English at universities. The article is an attempt to analyze an extremely promising trend in the methodology of teaching English in the modern computer world, which requires solving problems at all levels of education and makes it necessary to use Web resources. Given the problems outlined above, we have the opportunity to describe our experience in creating WebQuests. It is noted that the results of the quests, depending on the material being studied, can take many different forms. The article describes the process of creating a WebQuest template in some detail. In addition, the teacher needs to rely on the individual characteristics of students. Key words: English language, WebQuest, Web resources, communicative language teaching, modern educational technologies. 197 Topical issues of language training in the globalized world The world is changing rapidly, and the requirements for future professionals change as well. Scientific subjects have long ceased to have clear boundaries. It is assumed that a person changes his occupation several times during his life. Even now “the competitive specialist should possess not only technical knowledge the so-called hard skills, but also a set of humanitarian qualities and competencies such as ability to work in a multidisciplinary team, possession of effective argumentation and communicative competence in general the so-called soft skills” (Burenko, Sidelnik, & Melnik, 2016, p. 513). The speed of information retrieval is greater now. This means that the graduate must take out of the university not only a certain amount of knowledge but also the skill of life-long learning. On top of that, he must master certain abilities the abilities of collecting, processing, and analyzing information. The projective technique shows excellent results in these aspects. The objective of teaching a foreign language at the present stage is to use a communicative approach in teaching “the process of learning a foreign language by studying the language and inculturation, i.e. adaptation to cultural norms.” (Sidelnik, Melnik, & Lutsenko, 2018, p.654). More and more students gain access to the Internet, therefore, there is growing pressure on the teachers to help the students to use these valuable resources as an effective tool of study. The current article aims to describe a particular kind of projective technology that has become a part and parcel of higher education instruction. There are several definitions of WebQuests. The first to formulate the definition and structure of this kind of educational activity was Bernie Dodge, professor of educational technology at San Diego State University. By creating the appropriate project on the web, the author of such work, using a variety of computer programs, or, at the lowest level of complexity, just typing materials, and references to the websites in the text of the word processing document, collects materials from the Internet on the problem being considered, a specific topic. To solve it, the students need to review the materials found on the web. 198 Topical issues of language training in the globalized world Bernie Dodge, the creator of WebQuest, defines the WebQuest as “something that’s built around a doable and interesting task” and says, that “it is not about looking around the Web. Furthermore, “the task has to be more than simply answering questions or regurgitating what’s on the screen”. (Bernie Dodge, 1995, p. 10). Moreover, according to the structure, suggested by Bernie Dodge, the WebQuest can be divided into: 1. 2. Task 3. Process