Abstract
Purpose: There is need to focus on extensive use of technology in teaching and learning process, since the teachers are provided with well-organized WebQuests that are beneficial for developing effective teaching skills. The study aims to investigate the extent of the effects of WebQuests on the teaching skills and performance of pre-service teachers of English at the College of Education of King Khalid University. Methodology: The study sample, which included 35 students of the general diploma in English, were divided into two groups: experimental and control. The members of the control group were supervised in the traditional way during their teaching practice, and the members of the experimental group were given WebQuests so that they could surf the internet under the guidance of their supervisor and find the information they needed about teaching skills. The teaching performance of the teachers of both groups was assessed via a teaching performance observation form. The data collected through classroom observation was analyzed using SPSS. The differences between the teachers of both the groups in terms of the teaching skills were calculated using Mann-Whitney U test. Findings: Statistically significant differences were found in the rank means of the participants of the control and the experimental groups regarding their lesson planning and teaching skills. The results were favorable for the teachers of the experimental group; however, no significant difference was found between the scores of the experimental and the control groups in terms of lesson evaluation skills. Originality: The use of WebQuests significantly enhances the teaching skills of the students of the general diploma in English.
Highlights
Remarkable changes have been adopted since the past few years, in pre-service teacher preparation frameworks since the last few decades
Significant differences were observed between the control and the experimental groups with respect to lesson planning skills, classroom practices, and total teaching performance skills; no significant difference was observed with respect to the evaluation skills of both the groups
The study results have shown that the teachers of the control group had a positive impact on the development of their teaching performance skills when they were supervised via traditional methods of observation
Summary
Remarkable changes have been adopted since the past few years, in pre-service teacher preparation frameworks since the last few decades. It is debated that theoritical knowledge about teaching could be transmitted to student teachers. According to Cochran-Smith (2016), teaching knowledge is assumed to be applicable in any teaching context leading to the emergence of the transmission model of pre-service teacher preparation. The learning of pre-service teachers is based on formulating theories through practices, rather than translating theories into practices (Abdullah, 2018). Teachers find difficulty in carrying out their rules among diverse students and language classrooms (Haddix, 2017). The main focus is on teachers’ preparation to develop their abilities and deal constantly changing enrolments and communities and unpredictable nature of language classroom (Yuksel, 2014)
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