Website analysis as a tool for task-based language learning and higher order thinking in an EFL context

Abstract

Besides focusing on grammar, writing skills, and web-based language learning, researchers in CALL and second language acquisition have also argued for the importance of promoting higher-order thinking skills in ESL (English as Second Language) and EFL (English as Foreign Language) classrooms. There is solid evidence supporting the effectiveness of teaching analytical skills and critical thinking skills in a language classroom. This article argues that website analysis exercises and related design education might be a possible way to get students involved in constructive writing practices, and for promoting critical thinking. Research evidence supports website design process as a potentially valuable and energizing experience, and a rhetorical exercise in the technical communication classroom. Twenty-eight students participated in this in-class experiment as reported in this article. The six-week experiment involved analyzing websites with open-ended questions, indirectly based on established design guidelines of the web user experience model as developed by Garrett (2011). Accuracy scores suggest that readers did reasonably well with questions on audience analysis and product goals, and showed promise analyzing questions on navigation/information/interface design, with enough indication that with more feedback and structured assessment mechanism, analytical ability of these non-native readers will improve, resulting in superior English text production and improved analytical ability. However, variability in accuracy scores across weeks also indicate that more practice, feedback, and contextual exposure are required for performance improvement.