502 Final Project

Karen Hunter & Heidi Woernle

Inquiry Question:
How can we effectively use technology to educate ESL students who are living
abroad?
There are two major factors that have changed the dynamics of our school
districts in the last decade: the first being the exponential growth of the use of
technology and the second being the influx of international students. These are
students who move away from their home countries to become educated in an
English-speaking environment. Often these students are learning English as a
second language and are referred to as ESL students. The question of this paper
is how can we effectively use technology, which has become a dominant force in
the teaching world, to educate ESL students while staying in their own country?
Technology is becoming pervasive in all areas of life, and the greatest impact is
arguably in educationtechnology can be used to fundamentally alter aspects of
education that have been static for decades.1 As teachers we recognize that the
Internet and its vast resources can be a valuable learning tool to help students
find and use relevant information. How can we harness the vast resource of the
Internet to aid ESL learners, in particular ESL learners abroad? A goal of
culturally inclusive online learning is to ensure that pedagogy and curriculum are
flexible, adaptable and relevant to students from a diverse range of cultural and
language backgrounds.2 Teachers can use technology to enable students to
meet people of different cultures, explore ancient and modern worlds, do
authentic primary-source research, problem-solve through inquiry-based
activities, and much more.3
Among many educational learning tools and applications, WebQuests have
become a very popular learning tool, as it makes use of a variety of online
resources. WebQuests are also becoming increasingly popular in ESL because

O'Neil, Harold F.; Perez, Ray S. (2013). Web-Based Learning : Theory, Research, and
Practice. Retrieved from http://www.eblib.com, 327.
2

McLoughlin, C. (2001). Inclusivity and alignment: Principles of peda- gogy, task and
assessment design for effective cross-cultural online learning. Distance Education,
22(1), 729.
3

Holland, B. (2013). Why Incorporate Technology?. [online] Retrieved from:

http://tewt.org/index.php/getting-started/why-technology [Accessed: Dec 2013].

they provide students with authentic and collaborative tasks.4 In essence, a

WebQuest is a mini-project using intentional language and carefully staged
steps; which, as learners work through them, help them reach pre-set goals and
work towards a presentation of some kind. The student will accomplish this by
navigating the Web, and all the while be involved in a variety of skill enhancing
activities (Holland, 2013). Used well, a WebQuest follows a constructivist
approach to learning, where with the proper guidance and scaffolding students
can accomplish far more actual learning than in traditional transmission-ofknowledge situations (Holland, 2013).
For our project, we chose to design a WebQuest lesson that would effectively
engage and teach an ESL student studying in Canada, but living abroad. To
truly be a WebQuest it must have certain attributes. Essentially, it must be a
doable and interesting task that requires higher level thinking, not simply copying
or summarizing. This could include problem-solving, synthesis, creativity and
making judgments, among others. It should also make good use of the Web,
using a variety of quality resources.5 Following what we have learned about
UbD6 and UDL7, we designed our WebQuest lesson using these criteria:
1. Identify relevant goals at the start.
2. Include questions to foster inquiry, understanding and transfer of learning.
3. Provide rubric to judge criteria.
4. Give the student an authentic task to exhibit understanding.
5. Include multiple ways for student to show what she knows.
6. Provide step-by-step instructions.
7. Require students active participation.
8. Hook the student and attempt to engage their interest.
9. Include checks for understanding to shape instruction.
10. Give opportunity for student to reflect on learning.

Zeynep Kocoglu, WebQuests in EFL reading/writing classroom, Procedia - Social and

Behavioral Sciences, Volume 2, Issue 2, 2010, Pages 3524-3527, ISSN 1877-0428.
Retrieved from: http://dx.doi.org/10.1016/j.sbspro.2010.03.545.
5

Bernie Dodge, S. (2008). Creating WebQuests. [online] Retrieved from:

http://webquest.org/index-create.php [Accessed: Dec 2013].
6

Mctighe, J. & Wiggins, G. (2005). UbD Design Standards. [online] Retrieved from:
http://jaymctighe.com/wordpress/wp-content/uploads/2011/04/Design-Standards2005.pdf [Accessed: Dec 2013].
7

Wiggins, G. (2005). Understanding by Design; Overview of UbD and the Design

Template. [online] Retrieved from:
http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf [Accessed: Dec 2013].

To see our completed and published WebQuest lesson, click here: Literary
Devices.
We implemented our lesson with Anna, an ESL student who lives in Germany
(Heidis cousin). For our purposes, we chose to design a WebQuest lesson that
would teach literary terms and devices listed by the Province of BCs Ministry of
Education for grades 10-12. Anna is at a Level 4 in the ESL Proficiency Levels.
Students in Level 4 have little difficulty communicating their ideas in
English. Students at this level, however, still do not fully control some basic
grammatical structures in their spoken and written English. Often they are still
reading at a level somewhere below their age group.
Here is a copy of our Lesson Plan:
Welcome

Hi to Anna! Introduce Karen.

Lesson
Introduction

Today you will be learning about literary devices, which are

often used in poetry and literature and are part of grade 1012 curriculums in Canada. You will be learning these terms
through a WebQuest where you will explore the internet for
your answers.
Step-by-step instructions are given if you click on the link at
the top of your Google Doc. Explain what a Google Doc is.

PLOs

Level 4 - Expanding English (SD43 Standards)

Students in Level 4 have little difficulty communicating their
ideas in English. Students at this level, however, still do not
fully control some basic grammatical structures in their
spoken and written English. Often they are still reading at a
level somewhere below their age group.

Hook

Share with her a funny literary term here in Canada and ask
her to share and translate one from Germany.

WebQuest

In this lesson you will learn the definitions of 6 literary terms:

Onomatopoeia, alliteration, personification, hyperbole,
metaphor, simile.
You are going to go on a WebQuest which will take you to
different websites to find the definitions for each term.
You will fill in the boxes on the Google Doc as you proceed
through the assignment.
You will be asked to write down a definition for each word, an
example of the word that you find online and an example of

the word using your own words. You will also choose an
image, from Flickr or one of your own, to define your word.
Video

Watch the 10-minute video on literary devices and answer

the last question on the Google Doc as a reflection of the
video.

Evaluation

You will see a marking rubric under the evaluation tab of the
WebQuest site.

Conclusion

When you have completed the requirements of the Google

Docs you are finished the lesson.

We were able to use a variety of technology to implement the lesson (email,

Skype, Google Doc, the WebQuest link we created, various websites supporting
the WebQuest, Youtube, Flickr and text chat). At a pre-arranged time, we met
with Anna via Skype. Prior to meeting, we emailed Anna a link to a Google Doc
that we intended to share with her during her lesson. Although she was familiar
with Google, Anna had not used Google Docs before. We were able to describe
its function and led her through the steps of how to use Google Doc. While
following the WebQuest, Anna would share what she was learning with us on the
Google Doc. We then described what a WebQuest was, and how we had
created one to teach her about literary terms. She had no trouble understanding
the task and navigating the WebQuest lesson. During the last part of the lesson,
step-by-step we taught Anna how to use Flickr, and discussed copyright issues in
Canada and Germany. Throughout the lesson we remained on Skype to ask and
answer questions, and give clarification and support.
Technology, when used appropriately, can help make ESL learning more active,
can enhance critical thinking, and can help students make connections (Holland,
B). Giving ESL instruction online offered us the ability to network across the
world, and provide a means to foster collaboration and develop community8 with
Anna. Although the WebQuest and the presentation of any similar material could
have an impact itself, what is more effective is encouraging learners to be
active, be it through exploration and creation, challenges or collaborations
(ONeill, p 336). The possibilities for using technology in this learning
8

Black, A. N. (2009). The design and development of a theory driven process for the
creation of computer-supported collaborative learning in an online environment. (Order
No. DP18946, Virginia Polytechnic Institute and State University). ProQuest
Dissertations and Theses, , 187. Retrieved from
http://search.proquest.com.ezproxy.viu.ca/docview/1020131436?accountid=12246.
(1020131436).

environment are limited only to what is available and a teachers imagination.

Students could also be asked to integrate multimedia desktop publishing, web
publishing, video and audio editing, and graphics programs, etc. to create and
present information they have learned (Holland, B). As well, they could be
introduced to discussion rooms and other technologies to further support
collaborative learning and communication. Students and teachers alike could
generate energy and excitement for their learning as they learn new skills, make
connections and create new ways of thinking.
As we have learned from Anderson in The Theory and Practice of Online
Learning, the learning environment needs to respect and accommodate the
particular cultural attributes, especially the language and particular forms of
expression that the learner uses to interpret and build knowledge.9 We wanted
to use technology to benefit ESL learners living abroad while keeping in mind the
differences in their learning environment, access to technology, and language
skills.
Engagement theory is presented as a model for learning in technology-based
environments, which synthesizes many elements from past theories of learning.10
The major premise of the engagement theory is that students must be
meaningfully engaged in learning activities through interaction with others and
worthwhile tasks for true, effective learning to occur. The role of technology in
this theory is to facilitate all aspects of engagement (Kearsley, G &
Schneiderman, B, 1999). ESL learners can be meaningfully engaged in their
learning environment, even while living abroad, through the aid of technology.
Constructivism is a learner-centered approach where the student can interpret
and assimilate new knowledge, and connect it to a personal experience.11 In our
project, we endeavored to follow these two theories and create an authentic
learning environment for the ESL student. We were teaching only one student
for this project, but ideally we would teach more students in a connected
community of sharing and support. In an online learning community, the greatest
and most profound learning comes through reflection and interaction with each
other.12 The student would ideally be less dependent on the instructor and be

Anderson, T. (2008). Theory and practice of online learning. Edmonton: AU Press, 47.

10

Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for

technology-based teaching and learning. Retrieved from
http://home.sprynet.com/~gkearsley/engage.htm
11

Carwile, J. (2007). A Constructivist Approach to Online Teaching and Learning.

[online] Retrieved from: http://www.vccaedu.org/inquiry/inquiry-spring-2007/i-12carwile.html [Accessed: Dec 2013].
12

Palloff, R., & Pratt, K. (1999). Building learning communities in Cyberspace: Effective
strategies for the online classroom. San Francisco: Jossey-Bass.

able to feel in charge of their own learning, do the exercises at a pace that works
for them, and be willing to share ideas and help each other.13
This activity taught us several things in regards to how to implement a
technology-based learning activity to teach an ESL student living in their own
country. What we learned also reflects the Technological Pedagogical Content
Knowledge (TPACK) attempts to identify the nature of knowledge required by
teachers for technology integration in their teaching, while addressing the
complex, multifaceted and situated nature of teacher knowledge.14 First, we
learned that we had to have a strong understanding of content knowledge in
order to create a lesson that Anna would be able to understand and work
through. Anna was thankful to have the opportunity to look over the Google Doc
ahead of time and have a sense of what was expected and the direction our
lesson would be going. As well, at the beginning of the lesson we shared our
learning objectives with Anna, and were able to clarify any questions she had.
Second, we learned that the Internet is a fickle beast when used in different
countries and how important it is, as online teachers, to have a strong
technological knowledge. Because the Internet was slower for Anna, she had to
wait awhile for her Google Document to load, as well as any other sites that were
loading for her to accomplish her WebQuest. We were able to spend this time
talking about the differences in literary terms, etc between Germany and Canada;
it was an informal informative lesson! If Anna had not been able to load the
Google Doc, we would have asked her to save it as a Word Document, fill in the
answers, and email it to us at a convenient time. We were able to adapt our
lesson and change it as the difficulties arose. When the technology was not
working the way we had planned, we realized that it was impeding Annas ability
to learn the content so we offered up a solution to bring her focus back to the
information as opposed to the technical glitch. We also lost connection for a time,
and again, this would need to be considered when designing lessons for students
abroad. A back up plan would need to be in place (email, text chat, etc). Third,
we learned that it was quite valuable to stay online with Anna during her lesson
and support her through our pedagogical knowledge. We guided her through the
Palloff, R., & Pratt, K. (2001). Lessons from the Cyberspace classroom: The realities of
online teaching. San Francisco: Jossey-Bass.
13

Maryam Asoodar, Mahmood Reza Atai, Shahin Vaezi, Seyyedeh Susan Marandi,
Examining effectiveness of communities of practice in online English for academic
purposes (EAP) assessment in virtual classes, Computers & Education, Volume 70,
January 2014, Pages 291-300, ISSN 0360-1315, Retrieved from:
http://dx.doi.org/10.1016/j.compedu.2013.08.016.
(http://www.sciencedirect.com/science/article/pii/S0360131513002388)
14

Tpack.org (2013). tpack.org. [online] Retrieved from: http://tpack.org [Accessed: Dec

2013].

processes and practices through which she was learning. She was quite
confident in her computer skills, but had not used a Google Doc before, nor had
she used Flickr before. We were able to take the time to give her step-by-step
instructions and explain concerns around creative commons, copyright, etc when
using Flickr, and check for understanding as we proceeded.
Upon completion of the lesson, we sent Anna 10 reflective questions to answer
for our feedback in regards to the process of the lesson. Our questions and her
responses in italics are posted below:
1. Was it clear from the beginning what you would be learning and how you would be
learning it?
The topic of the lesson was explained right at the beginning so I knew right on
what I will learn and also the way of learning it through a web quest was
explained very well and in detail.
2. Did you know how and why the lesson material was important for you?
The terms are very important in order to be able to write a more sophisticated
English and especially at university you need to know them.
3. Did the lesson offer multiple ways of learning the content?
There were a lot of different ways I could learn the content which would never
be possible in a regular lesson. At first I had to find a definition, then an
example of the term and then I even created my own term. Additionally I
searched a picture to represent my own example, watched a video and
reflected on the video in the end.
4. Was the lesson well illustrated through multiple media?
It was very well illustrated through multiple media. We started with Skype and
the Webquest. The Google Doc was very fascinating as I havent used it
before. It is very good to be able to write something which can be corrected
instantly. Next to various websites I also used Flickr which I havent heard of
before either. And the video on YouTube was a good thing to end with. So
there was a lot of multiple media used which illustrated it perfectly.
5. Did you have choice in how you want to learn the literary terms?
I was free to find my own example and what concerns the picture I should find
for my example I could either use Flickr or a photo of my own. So I definitely
had different options and could chose the way how I wanted to learn the
literary terms.
6. Was the lesson easy to follow?

The lesson was very easy to follow. They explained everything very well and
always made sure that I understood everything. The only problem we had
was the missing Internet connection in between, but otherwise everything
was fine.
7. Was the lesson engaging?
It was very engaging! Especially literary terms are usually a very dry and
boring topic to teach, but with the webquest I actually enjoyed it. I could
search definitions on my own and the teacher does not have to tell you
everything as usual. I think it is not only more engaging if you do it on your
own, you also learn more as if you just listen to your teacher. Although it is
very good to have someone there you could ask if you have a question.
8. Were you able to connect with or personalize the lesson material?
Some sayings we use very often are actually literary terms, but I havent
thought of that before. Now I can match the different sayings to the correct
literary term. In addition I also found very nice pictures I would have never
looked for if not for the webquest.
9. Were you aware of and did you understand the marking rubric?
They also showed and explained the marking chart to me very well. The chart
is very clear, so I definitely know how I will be marked and what I have to look
for while doing the webquest.
10. Did you feel there was feedback given from your instructor?
With the help of the Google doc they could show me where I have to write
something and correct me if I was wrong. With the evaluation chart I know
where I have to get better, as every single part gets marked and the personal
feedback at the end is very helpful as well.
We feel her answers reflect that she was engaged in meaningful online learning
during this lesson. She also mentions the technical difficulties her Internet
connection caused. While we were doing the lesson she mentioned that her internet
connection is very slow at certain times of the day, and that her family did not use
the fastest option available. To move forward from this, Internet connections must be
considered when planning lessons for a synchronous online classroom. Having an
asynchronous approach to the lesson may be a better option when teaching to ESL
students abroad in that they can access the materials on their own time, when it best
fits their schedule and in a case like this, the internet connection. Our next steps will

be to modify our lessons to incorporate flexible methods of learning in order to

accommodate technical and Internet issues. We felt the Webquest itself was a
successful learning tool. The step-by-step instructions made it possible for Anna
to understand the process of the lesson and it made navigating the Internet
simple. In the future, we look forward to teaching this lesson again to larger
groups and incorporating student-student collaboration.

In conclusion, in the process of creating a WebQuest and implementing an online

technology-based lesson to an ESL student abroad, we have learned that
technology can be a powerful and engaging tool for students who are learning
here while living in their own country. This lesson has shown us that to effectively
integrate technology for pedagogy, there needs to be a relationship between
pedagogical knowledge, content knowledge and technological knowledge and we
believe that every online teaching situation will differ from the next.15 If we as the
teacher have a strong understanding of these three forms of knowledge, we can
then create a lesson, unit or course that meets the needs of individual students
who are coming together to study as a whole. A classroom of ESL students can
be complex and multifaceted and each group of students will be a unique
situation. Flexibility and a strong understanding of technology, content and
pedagogy will aid teachers who are choosing to educate ESL students who wish
to remain in their home country.

15

Tpack.org (2013). tpack.org. [online] Retrieved from: http://tpack.org [Accessed: 15

Dec 2013].