Abstract:

The article focuses on the integration of WebQuests into the English Language Program for students of the Moscow State Institute of International Relations. The digital generation has come to expect maximization of digital tools and technologies in class as well as learning activities that engage students and facilitate meaningful learning. Educational strategies for promoting true learning in a digitally enhanced learning environment have become a primary focus of attention of academics. The author of the article shares her experience of applying the WebQuest technology that triggers students' positive emotional response and immerses them in the educational process. Powerful digital images and internet multimedia resources have made it possible to make the process of learning more real, rich, relevant, revealing all the facets of the learners' multiple intelligence. WebQuests enable educators to turn Web resources into activities appropriate for learners, thus fostering the student-centered approach. The structure of a WebQuest has a built-in support for students as regards the content matter and critical thinking. The role of the teacher when applying the WebQuest format expands and becomes that of a mentor. Due to acquiring such a tool, students, in their turn, get a chance of extending their understanding of the topic and developing their communicative competence. WebQuests promote both the power of digital learning, intrinsic motivation and self-initiated learning. Drawing on her experience of integrating short and long-term WebQuests, as well as teacher and students’ generated ones into the English classroom the author highlights their efficiency when complimenting the calendar-based curriculum and turning it into a more competency-based one. As regards developing students' foreign language communicative competence, the author will provide examples of WebQuests that developed both vocational and language skills of post-graduate students specializing in International Business and Management. Some of the WebQuests aim at developing listening and writing skills and prepare students for taking their credits and exams, some provide deeper insight into the subject matter and could be used as a standalone on-line course. The author also touches upon Google Forms on-line tool when developing WebQuests, both positive outcomes and challenges yet to be overcome. Students may access all WebQuests on the University portal on their PCs and mobile devices thus meeting the digital natives' desire of anytime learning. One of the major goals of the author is to turn every English class into a meaningful and joyous experience.

Keywords:

WebQuests, communicative competence, English as a foreign language, digital educational technologies, anytime learning, critical thinking.