Берізко М.І. The use of webquest technology in the process of the fourth form students’ English grammar skills forming

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Берізко М.І. – студентка Педагогічного інституту Київського університету імені Бориса Грінченка, спеціальність «Початкова освіта», кафедра іноземних мов і методик їх навчання Київського університету імені Бориса Грінченка

Анотація: У статті розкрито особливості застосування технології веб-квесту у процесі формування англомовних граматичних навичок в учнів четвертого класу. Автор забезпечує опис веб-квесту як сучасного засобу для навчання іноземної мови, надає всі переваги його використання в процесі формування англомовних граматичних навичок в учнів четвертого класу.

Ключові слова: веб-квест технологія, учні четвертого класу, англомовні граматичні навички, початкова школа, навчальний процес.

Аннотация: В статье раскрыты особенности применения технологии веб-квест в процессе формирования англоязычных грамматических навыков учащихся четвертого класса. Автор обеспечивает описание веб-квеста как современного подхода к обучению иностранному языку, предоставляет все преимущества его использования в процессе формирования англоязычных грамматических навыков учеников четвертого класса.

Ключевые слова: веб-квест технология, ученики четвертого класса, англоязычные грамматические навыки, начальная школа, учебный процесс.

Annotation: In the article there are the features of application of Web Quest technology in the process of the fourth form students’ English grammar skills forming. The author provides a description of Web Quest as a modern means of learning a foreign language, giving all the advantages of using it in the process of the fourth form students’ English grammar skills forming.

Key words: Web Quest technology, fourth form students, English grammar skills, primary school, teaching process.


Problem setting

The model of modern teacher provides readiness to use new educational ideas, the ability to continually learn, be in constant creative search. The professional competence of the teacher is not only the amount of theoretical knowledge and ability to reproduce them in a certain quantity under the rules as well as the motive and means to develop the skills of practical actions in the information society.

The ability to offer comprehensive development of the students is learning modern techniques and the latest technological achievements. Widespread and effective implementation of innovative methods in educational process, which promotes quality, the interest of students and teachers is an important stage in the process of reforming the traditional system of education in the context of globalization. One of these methods that teaches them to find the necessary information, subject analysis, organize and solve problems is a method of Web Quest. Web Quest is a technology oriented on the primary school students who are immersing in the process of learning that develops their critical thinking.

Mastering English grammar in the fourth form students of the primary school causes many difficulties compounded with grammatical terms, rules and an infinite number of exceptions. Many terms complicate studies, not always alternate forms of work, causing a passive work of students in the classroom. Therefore, this interactive form of a Web Quest allows to influence the emotional and volitional sphere of a child and engage her/him in the study of English grammar through their own research [3, pp. 207].

Analysis of recent achievements and publications

The problem of primary school students’ English grammar material teaching is the object of attention by lots of methodists. T.V. Babenko, A.B. Bihych and V.G. Kulish illustrate features of primary school children learning English grammar material future teachers of English at primary school. In turn, V.M. Filatov considers in detail the features of studying foreign language grammar material in accordance with the younger studentsstages of formation of grammatical skills.

O.O. Kolominova and J.J.Wingate consider different ways of introducing students of primary schools with new grammatical phenomena and learning new English Grammar. R.P. Pyerina focuses on the use of video during the presentation of grammatical material at the initial stage of English learning materials;

S.V. Roman emphasizes the rational use of the native language while learning a foreign language, especially at the stage of familiarization with the new foreign-language grammar material and the use of dolls, toy animals, masks, objects, blocks, toy phones, pictures, action and especially authentic video is graphic and illustrative poles while learning grammar material younger students. On the feasibility of using teaching aids such as handouts on the initial stages of teaching English to emphasize G.V. Rogov and I.M. Vereshchagin. S.I. Izmailov for fixing grammar skills of students in English lessons suggests using poetry [4, pp. 25-27].

The objective of the article

One characteristic of modern general school is to introduce foreign language teaching at primary school. Primary students should learn foreign language communicative competence level A1 according to Common European Framework of Reference for Languages [1, pp. 7-13], one of the main components of which are grammatical competence. During grammatical competence we understand the ability of young students to design their correct grammar oral and written expression and understanding of design grammatical speech of others, based on complex and dynamical interaction of relevant knowledge, skills and grammatical awareness (the ability of elementary school students to register and recognize grammatical phenomena in the spoken and written language, their characteristics and patterns of their formation and operation) [2, pp. 15-16]. The main components of language grammatical competence act, therefore: grammatical knowledge, skills and grammatical awareness. So, in order to form grammatical competence of foreign language primary school students is to master grammatical knowledge (forms and value), receptive grammatical skills and reproductive speech and grammatical competence understanding.

Forming English grammar skills for fourth form students accompanied by certain characteristics: consideration stages of mastering English Grammar pupils of primary school, choice rational way younger students acquainted with the new English-language grammatical material, sequencing assimilation of forms Present Simple and Present Progressive, the realization of this sequence in the current teaching methods in English language in primary school.

Formulation of the aim of the article: to identify the most effective forms of using Web Quest technology in the process of the fourth form students’ English grammar skills forming.

The statement of the fundamental material

The scientist Bernie Dodge of San Diego State University was one of the first people to attempt to define and structure this kind of learning activity. According to him, a Web Quest is "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet..." .A "Web Quest" is a constructivist approach to learning. Students not only collate and organize information they've found on the web, they orient their activities towards a specific goal they've been given, often associated with one or more roles modeled on adult professions."

Essentially, webquests are mini-projects in which a large percentage of the input and material is supplied by the Internet. Web Quests can be teacher-made or learner-made, depending on the learning activity the teacher decides on.

As we know, Web Quest is a problematic task with elements of role-playing game, which is used to perform in Internet resources. This method of training is aimed at a result that is obtained during the solution of a theoretical or practical problems: the student gets problematic task (project that includes elements of role-playing game) and its implementation using Internet resources. In essence your quest - a didactic structure in which the teacher improves search activity of students sets the parameters of these activities and determines its time, teaches students to think independently, find and solve problems involving this purpose expertise in various fields, predict results and consequences of different solutions, ability to establish causal relationships. Thus, your quest combines design ideas and methods among gaming technology WWW means of web technologies. That’s why the Web Quest requires the use of a computer with the Internet access, at least it would be advisable that each group might have access to one computer to work with. Students will need to work autonomously at home from time to time. However, some lessons will be devoted to let them work in groups or to elaborate the final presentations.[5, pp. 158-165]

There are many compelling reasons for using Web Quests in the classroom, including:

1. They are an easy way for teachers to begin to incorporate the Internet into the language classroom, on both a short-term and long-term basis - no special technical knowledge is needed either to produce or use them.

2. More often than not, they are group activities and as a result tend to lend themselves to communication and the sharing of knowledge - two principal goals of language teaching itself [6].

3. They can be used simply as a linguistic tool, but can also be interdisciplinary, allowing for crossover into other departments and subject areas.

4. They encourage critical thinking skills, including: comparing, classifying, inducing, deducing, analysing errors, constructing support, abstraction, analysing perspectives, etc. Learners are not able to simply regurgitate information they find, but are guided towards a transformation of that information in order to achieve a given task.

5. They can be both motivating and authentic tasks and encourage learners to view the activities they are doing as something 'real' or 'useful'. This inevitably leads to more effort, greater concentration and a real interest in task achievement.

Web Quests have now been around long enough for them to have a clearly defined structure. However, this structure - whilst being unofficially recognised as the definitive schema for these activities - should only really be taken as a basic guideline and you should design your Web Quests to suit the needs and learning styles of your students.

There are usually four main sections to a webquest:

1. The Introduction stage is normally used to introduce the overall theme of the Web Quest. It involves giving background information on the topic and, in the language learning context, often introduces key vocabulary and concepts which learners will need to understand in order to complete the tasks involved.

2. The Task section of the Web Quest explains clearly and precisely what the learners will have to do as they work their way through the Web Quest. The task should obviously be highly motivating and intrinsically interesting for the learners, and should be firmly anchored in a real-life situation. This often involves the learners in a certain amount of role-play within a given scenario (e.g. you are the school social organizer and have to organize a trip for your class to an English-speaking country...)

3. The Process stage of a Web Quest guides the learners through a set of activities and research tasks, using a set of predefined resources. These resources - in the case of a Web Quest - are predominately web-based, and are usually presented in clickable form within the task document (it's important to bear in mind that it's much easier to click on a link than to type it in with any degree of accuracy). In the case of a language-based Web Quest, the Process stage of the Web Quest may introduce (or recycle) lexical areas or grammatical points which are essential to the Task. The Process stage of the webquest will usually have one (or sometimes several) 'products' which the learners are expected to present at the end. These 'products' will often form the basis of the Evaluation stage.

4. The Evaluation stage can involve learners in self-evaluation, comparing and contrasting what they have produced with other learners and giving feedback on what they feel they have learnt, achieved, etc. It will also involve teachers evaluation of the same, and good Web Quests will give guidance to the teacher for this particular part of the process. Producing a Web Quest does not entail any detailed technical knowledge. Whilst all of the examples in the further reading are essentially web-based, it is extremely easy to produce a professional-looking and workable design using any modern word processor. The skill set for producing a Web Quest might be defined as follows:

1.Research skills

2.Analytical skills

3.Word processing skills

In breaking down a Web Quest for use over several class sessions, ensure that your learners are aware of what they are doing, why they are doing it, and of the benefits to them. It's all too easy for them not to spot the benefits and to consider regular visits to the computer lab as a waste of time. The self-evaluation proposed in the model above can go some way towards mitigating this situation. Suggested questions for learners to consider include: 1. How effective was my contribution to the group work? 2. What did I learn about the topics we researched? 3. How did my English improve doing this project? 4.What did I learn about using the Internet?

For example http://webquest.carm.es/majwq/wq/ver/7919, we take the Web Quest on the topic "My House" and based on this research - to discover the benefits of learning grammatical forms as: There is/There are and Has got/Have got.

First of all, children should see the videos about parts of a house and visit different links in order to understand what the topic they will explore and listen to a lot of grammatical forms. In this case, we can give them the task – to write out sentences with the grammatical forms: There is/There are and Has got/Have got.

Berizko 1.jpg

At this stage, where the students should answer the questions we can give the task to make an answer by using grammatical forms as: There is/There are and Has got/Have got.

Berizko 2.jpg

At the next stage, it is expedient to give the tasks to sign the pictures with parts of the house, in oral description and in the presentation text using the grammatical forms There is/There are and Has got/Have got.

Berizko 3.jpg

As resources we can give the task to make memo cards which should have the pictures with different numbers of parts of the house and cards with grammatical forms: There is/There are and Has got/Have got. And as a result to play this game with classmates.

Berizko 4.jpg

Cooperative work, skimming for the required information, oral presentation, Power Point presentation. In these every type of task we can use grammatical forms There is/There are and Has got/Have got in different variant as many as you want.

Berizko 5.jpg

As a conclusion students can use grammatical forms There is/There are and Has got/Have got in the topic “My house” in constructing sentences, making or answer the questions.

For example:

1. There is a beautiful space living room.

2. There are two bathrooms in this house.

3. She has got a big dining room.

Have you got a garage?

Berizko 6.jpg

Conclusion and the prospects of the above research

Consequently, the use of Web Quest technology in the process of the fourth form students’ English grammar skills forming contributes to the non-standard shape of work in the classroom, which increases motivation for learning a foreign language. The development of creative thinking and cognitive activity of fourth form students. By using Web Quests formed teamwork and based on their own research make a conclusion. The ability to absorb heavy grammatical material at a subconscious level, affecting the emotional and volitional sphere of child.

However you decide to work with Web Quests, you should find that well-chosen and motivating topics coupled with up-to-date websites and access to the wealth of material on the Internet will provide lively, interesting and learning-rich classes for you and your learners.


  1. Common European Framework of Reference for Languages : Learning, Teaching, Assessment // Cambridge : Cambridge University Press. - 2001. – pp. 260.
  2. Miroshnyk I.V. The Methods of Forming Primary Comprehensive School Pupils’ Grammatical Competence in English // Sc. edv. cand. ped. sc., doc. M.L. Pysanko / Miroshnyk Iryna Vasylivna. – 2013. – pp. 439
  3. Brumfit Ch. Individual Freedom in Language Teaching // Oxford University Press. - 2001. – pp.207
  4. Гуревич Р. С., М.Ю. Кадемія. Веб-квест як технологія навчання у вищій і середній школі // Педагогічні науки. – 2011. - № 21. – pp. 25-27
  5. Мисечко О. Є. Підготовка майбутніх учителів іноземної мови до здійснення компетентнісного підходу в навчальному процесі / О. Є. Мисечко // Проблеми сучасної педагогічної освіти. Сер.: Педагогіка і психологія. – Зб. статей: Вип. 11. Ч. 2. – Ялта: РВВ КГУ, 2006. – С. 158–165.
  6. Gavin Dudeney and Nicky Hockly. Webquests [Електронний ресурс] / British Council // Webquests. – 2004 . – Режим доступу до ресурсу: https://www.teachingenglish.org.uk/article/webquests

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