Abstract
The SARS-CoV-2 pandemic has profoundly affected the educational sector, prompting rapid and unforeseen changes that have significantly altered both the working environments of educators and students and the methodologies for knowledge dissemination and acquisition. In response, language educators have increasingly explored pedagogical strategies that actively involve students in content creation. Consequently, various tasks incorporating project-based learning and other student-engagement techniques have been integrated as standard components of language instruction. This article seeks to examine the potential benefits of implementing a WebQuest within an English for Academic Purposes (EAP) course. It presents an in-depth analysis of a study conducted with participants of an academic language course, focusing on the efficacy of WebQuests in enhancing specific EAP skills.
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