In recent decades, WebQuests have emerged as a widely used pedagogical model in language education, praised for their capacity to support inquiry-based learning, scaffold authentic tasks, and promote digital and collaborative literacies. Prior research (Awada et al., 2019; Stockwell, 2018) has demonstrated that WebQuests enhance critical thinking, social skills, intercultural communication skills, language skills, and student motivation, especially when they incorporate multimodal resources and real-world problem-solving. However, existing studies have primarily focused on learners’ engagement with WebQuests or pre-service teacher contexts. There remains a significant gap in understanding how in-service English as a Foreign Language (EFL) teachers design WebQuests that integrate grammatical instruction, cultural content, motivational strategies, and the use of digital tools, particularly within long-term professional development contexts.

This paper addresses that gap by analyzing 31 WebQuest projects designed over five years by in-service teachers enrolled in the Hellenic Open University’s online Master in Education (MEd) in Teaching English as a Foreign Language (TEFL) program.

The study examines four key dimensions of WebQuests:
(1) the WebQuest quality according to Dodge (1995; 2001) WebQuest model,
(2) the cultural content explored,
(3) the digital and multimodal tools integrated, and
(4) the extent to which the designed tasks align with motivational principles outlined in Keller’s Attention, Relevance, Confidence, and Satisfaction (ARCS) model.

Framed by constructivist and constructionist learning theory, the study positions WebQuests as scaffolded, collaborative environments in which learners construct knowledge through authentic tasks and digital artifact creation. Using a multi-dimensional evaluation rubric, the analysis reveals how teachers structured group work, differentiated individual roles, and embedded multimodal elements to support learners’ engagement and promotion of linguistic and intercultural skills.

Research findings indicate a clear pedagogical shift from static web navigation toward interactive content creation and intercultural exploration supported by open and cloud-based collaborative platforms such as Google Sites, Wakelet, and Padlet. Task designs consistently reflect ARCS principles of attention, relevance, confidence, and satisfaction. This study contributes to research on digital language pedagogy by highlighting how in-service language educators design technology-rich tasks that integrate grammar, culture, and collaboration, redefining their role as designers of meaningful, connected, and authentic language learning experiences.

References:
[1] Awada, G., Burston, J., & Ghannage, R. (2019). Effect of student team achievement division through WebQuest on EFL students’ argumentative writing skills and their instructors’ perceptions. Computer Assisted Language Learning, 33(3), 275–300. https://doi.org/10.1080/09588221.2018.1558254
[2] Dodge, B. (1995). WebQuests: A technique for Internet-based learning. Distance Educator, 1(2), 10-13.
[3] Dodge, B. (2001). Five rules for writing a great WebQuest. Learning and Leading with Technology, 28(8), 69.
[4] Stockwell, E. (2018). Revisiting WebQuests to Develop Intercultural Communication Competence. International Journal of Technology and Inclusive Education. 7. https://doi.org/10.20533/ijtie.2047.0533.2018.0147

Keywords: Webquest, project based learning, collaborative learning, teachers training, EFL.