Abstract
Purpose. This paper is a study of innovative methods of learning and teaching English with the help of Internet resources and students motivation to seek the necessary information at homework. Methodology. The main principle of the Web-Quest as a type of English language teaching is to motivate students. For example, by participation in the Web-Quest students, who were unsure of their knowledge, become more confident. Having clear goals and objectives, using computer skills, motivated young people more actively acts as a confident user of English. Findings. According to the technology of We-Quests students were asked to create one or more projects directly related to the successful execution of the work. It is a significant result of all the hard work of students, and it is the subject of evaluation. Evaluation is an essential component of Web-Quest or any other project, and from this point of view, the criteria should be clear and accessible to students from the very beginning. These instructions can and should be changed in order to differentiate and provide an oral presentation and written work. Originality. Basically, Web-Quests are mini-projects in which a higher percentage of the material obtained from the Internet. They can be created by teachers or students, depending on the type of training work. The author detailed the increase of possibilities in the search of Internet projects with other creative types of student work. They may include: review of the literature, essay writing, discussion of read works and other. Practical value. The paper confirmed that the roles and tasks, reflecting the real world, invites to cooperate, stimulate and train the thinking process at a higher level. That is why the use of Web-Quests can improve the language skills of the educational process (reading for information extraction, detailed reading, negotiations, oral and written communication, and other).
Highlights
Web-Quests as a valuable resource and efficient tool in studying and teaching English is being widely used around the world since they were developed in 1995 by Dr Bernie Dodge at San Diego State University with early input from SDSU/Pacific Bell Fellow Tom March, the Educational Technology staff at San Diego Unified School District working with classroom teachers
Any task or activity that encourages contemporary students to continue working on their English outside the classroom is to be welcomed
It goes without saying that learning is more effective when learners are active in their learning process, assuming responsibility for their learning and participating in decisions which affect it [2]
Summary
Web-Quests as a valuable resource and efficient tool in studying and teaching English is being widely used around the world since they were developed in 1995 by Dr Bernie Dodge at San Diego State University with early input from SDSU/Pacific Bell Fellow Tom March, the Educational Technology staff at San Diego Unified School District working with classroom teachers. Those parts can be differed in some cases, but this basic
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