Abstract
This study aimed to investigate the effect of WebQuests on improving grade eight Omani students’ vocabulary achievement. Also, it aimed to investigate students' attitudes towards using WebQuests in learning English and the challenges they faced while using it. The study was conducted as a Quasi-experimental design as there were two groups the control group and the experimental group. Both groups were randomly selected from Cycle 2 schools in the Dakhiliya Governorate, Sultanate of Oman. The instruments that were used to collect data for this study were the vocabulary achievement test and students’ attitudes questionnaire. The findings of the study revealed that the implementation of WebQuest in teaching vocabulary was very effective. The experimental group outperformed the control group in the post-test vocabulary scores. Also, it was found that students faced some challenges while learning English through WebQuest such as the complexity of authentic reading, lack of note-taking skills and group-work misalignment.
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