Mouchlidou Anastasia - 89571 - Agg - Dissertation - June 2019

ΕΛΛΗΝΙΚΟ ΑΝΟΙΚΤΟ ΠΑΝΕΠΙΣΤΗΜΙΟ
ΣΧΟΛΗ ΑΝΘΡΩΠΙΣΤΙΚΩΝ ΣΠΟΥΔΩΝ
ΜΕΤΑΠΤΥΧΙΑΚΗ ΕΙΔΙΚΕΥΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ

ΓΛΩΣΣΑΣ
ΜΕΤΑΠΤΥΧΙΑΚΗ ΔΙΠΛΩΜΑΤΙΚΗ ΕΡΓΑΣΙΑ
A case study:
USING BLOGS AND WEBQUESTS IN A BLENDED LEARNING EFL

ENVIRONMENT AS A MEANS TOWARDS THE ENHANCEMENT OF LEARNERS'
WRITING SKILL, NEW LITERACIES AND MOTIVATION.
MOUCHLIDOU ANASTASIA
SUPERVISOR: DR. K. VLACHOS
ΠΑΤΡΑ
2019
USING BLOGS AND WEBQUESTS IN A BLENDED LEARNING EFL ENVIRONMENT AS A MEANS
TOWARDS THE ENHANCEMENT OF LEARNERS' WRITING SKILL, NEW LITERACIES AND
MOTIVATION.
CONTENTS p.2
Acknowledgements p.4
Abstract p.5
Abstract (Greek Version) p.6
Key Words / Abbreviations p.7
INTRODUCTION p.9
CHAPTER 1: BLENDED LEARNING, WEBQUESTS AND BLOGS: THE THEORY

1.1 Introduction p.11
1.2 Blended Learning Theoretical Perspectives p.11
1.3 New Literacies p.12
1.4 Higher Order Thinking Skills p.13
1.5 Motivational aspects of using CALL for communication and writing purposes p.15
1.6 Digital Writing p.16
1.7 A Useful Teaching Tool: WebQuests p.18
1.8 CALL and Blogging: Providing Skills for the Future p.20
1.9 Conclusion p.21
CHAPTER 2: THE RESEARCH CONTEXT

2.2 Research Questions p.22
2.3 Research Context p.22
2.3.1 Class and Researcher profile, Class Aims and Teaching materials p.22
2.4 Research Methodology: a Mixed-Methods Approach p.23
2.4.1 A Case Study p.23
2.4.2 The Research Instruments p.24
2.4.3 The Needs Analysis Questionnaire p.24
2.4.4 The Post-Questionnaire p.24
2.5 Research Procedure p.25
2.5.1 The WebQuest Project p.25
2.5.2 The Blog Project p.26
2.6 Conclusion p.28
CHAPTER 3: ANALYSIS OF THE RESEARCH DATA

3.2 Needs Analysis pre-questionnaire findings p.28
3.3 Post-questionnaire findings p.31
3.4 A Comparison of the Results of the Questionnaires p.34
3.5 Conclusion p.35
CHAPTER 4: DISCUSSION OF THE RESEARCH RESULTS

4.2 WebQuest as a tool to enhance writing and collaborative skills p.36
4.3 Blogging as a tool to enhance writing and collaborative skills p.37
MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 2
MOTIVATION.
4.4 Blogging and Webquests towards promoting the acquisition of New Literacies p.38
4.5 To what extent do Blogging and Webquests increase the intrinsic motivation of
learners? p.40
4.6 In which ways can a blended learning environment with the integration of the new tools be
effective towards serving the purposes of exam-oriented classes? p.40
4.7 Research restraints and limitations p.41
4.8 Recommendations for further research p.41
4.9 Conclusion p.42
CONCLUSION p.42
REFERENCES p.44
APPENDICES
Appendix I: Needs Analysis Questionnaire p.52

Appendix II: Post-Questionnaire p.58
Appendix III: CEFR Table p.62
Appendix IV: Needs Analysis Findings p.63
Appendix V: Post- Questionnaire Findings p.69
Appendix VI: The WebQuest p.74
Appendix VII: The Blog p.86
Appendix VIII: Samples of written work by students on WebQuest p.116
Appendix IX: Samples of written work by students on Blog p.122
Appendix X: WebQuest : The Lesson Plan p.126
Appendix XI: Blog : The Lesson Plan p.131
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MOTIVATION.
Acknowledgements
The present study would not have been realized had it not been for the indelible mark that the
Educational Technology in ELT course, taught by Dr. K. Vlachos in the Hellenic Open
University, had on my teaching experience and knowledge. I would like to express my gratitude
to the professor, because he inspired me to be a better teacher, with an understanding nature, and
has consistently offered me invaluable guidance.
I am also grateful to my family and dear friends for supporting my efforts throughout the past
years to balance my professional, family, academic and social life.
A special thanks is owed to the class that participated in the study for becoming utterly
involved in the procedure and showing concern for the success of this study, despite their busy
schedules.
Last, but not least, it would be unfair not to acknowledge the priceless contribution and
support that my business partner, fellow colleague and beloved friend Maria offered me
throughout my post-graduate studies.

MOTIVATION.
Abstract
Research on the use of online digital writing tools and other computer-assisted instruction
practices is becoming more and more prevalent. This study will explore the use of blogging and
Webquests in an EFL classroom following an exam-oriented syllabus. Blogs are online journals
that users have the ability to continuously update online. The Webquests, through a scaffolding
process that includes a number of distinct stages, have learners move towards more autonomous
ways of learning. These experiences allow for the learners’ individual pacing while researching
or writing, thus helping them both assume learner control and retain the information longer,
since they grow interested in it. The use of WebQuests also satisfies the need for diversified
instruction at schools that caters to each learner’s different weaknesses and strengths, by
allowing the students to work cooperatively and develop their multiple intelligences.
In view of the aforementioned, the purpose of the present research paper is to describe a case
study that will explore the benefits of immersing EFL learners in a blended learning
environment that incorporates the use of these two different technological tools and to measure
the extent to which their attitudes and motivation, their autonomy and their overall performance
in the productive skill of writing has improved. The learners that participate in the study are
attending a one-year C1-C2 course and the syllabus that is traditionally followed is strictly
exam-oriented, with ample time spent on the learners’ familiarization with the format of practice
tests. Thus, it would be rather intriguing to enhance the course with the use of technological
tools and, accordingly, an alternative assessment instruction, and measure the success of such a
venture. The paper also seeks to assess the effectiveness of the use of technology with regard to
the preparation of learners to cope with future academic and work-related demands and what
effects, if any, it has on their intrinsic motivation to view learning as a lifelong process.
The research will gather results from two questionnaires, to be completed before and after a
series of PBL-based lessons conducted with the use of a WebQuest and the school’s blog, to
gain a deeper insight into what the learners deem as helpful towards their learning process and
the ways they have been affected by their exposure to the courses with the use of the
aforementioned tools.

MOTIVATION.
Abstract (Greek Version)
Οι έρευνες για τη χρήση των διαδικτυακών ψηφιακών εργαλείων σύνθεσης γραπτού λόγου και
άλλων οδηγιών εκμαθησης μέσω υπολογιστών γίνονται ολοένα και πιο διαδεδομένες. Η
παρούσα έρευνα θα εξερευνήσει τη χρήση του ιστολογίου και των WebQuests σε μια τάξη
εκμάθησης της αγγλικής γλώσσας ως ξένης η οποία ακολουθεί πλάνο σπουδών προετοιμασίας
για εξετάσεις. Τα ιστολόγια είναι διαδικτυακά ημερολόγια τα οποία δίνουν τη δυνατότητα στους
χρήστες να τα ανανεώνουν καθημερινά. Τα WebQuests, μέσω μιας σταδιακά δομημένης
διαδικασίας που εμπεριέχει ξεχωριστά στάδια, προτρέπει τους μαθητές να οδηγηθούν προς
περισσότερο αυτόνομους τρόπους μάθησης. Αυτές οι εμπειρίες μάθησης επιτρέπουν στους
χρήστες να ακολουθούν τον προσωπικό ρυθμό τους όταν κάνουν έρευνα ή συγγράφουν,
βοηθώντας τους με αυτόν τον τρόπο να αποκτήσουν έλεγχο της μάθησής τους και να
συγκρατήσουν τις πληροφορίες για περισσότερο χρόνο, εφόσον τους ενδιαφέρουν. Η χρήση των
WebQuests, επίσης, ικανοποιεί την ανάγκη για διαφοροποιημένη εκπαίδευση στα σχολεία, η
οποία ανταποκρίνεται στα διαφορετικά δυνατά και αδύναμα σημεία των μαθητών, αφού τους
δίνει τη δυνατότητα να δουλέψουν ομαδοσυνεργατικά και να αναπτύξουν πολλαπλές
νοημοσύνες.
Έχοντας ως βάση τα προηγούμενα, ο σκοπός του παρόντος συγγράμματος είναι να
περιγράψει μια περιπτωσιολογική μελέτη, η οποία θα εξερευνήσει τα οφέλη της εισαγωγής των
μαθητών σε ενα περιβάλλον με συνδυασμένη μέθοδο διδασκαλίας όπου ενσωματώνεται η
χρήση των δυο αυτών τεχνολογικών εργαλείων και θα αξιολογήσει το επίπεδο βελτίωσης που
έχει επέλθει στη σταση των μαθητών, στην κινητροποιησή τους, στην αυτονομία και στη
συνολική τους απόδοση στη δεξιότητα της συγγραφής γραπτού λόγου. Οι μαθητές οι οποίοι
συμμετέχουν στη μελέτη παρακολουθούν ενα ετήσιο πρόγραμμα επιπέδου Γ1-Γ2 και το πλάνο
σπουδών που παραδοσιακά ακολουθείται ειναι προσανατολισμένο σε προετοιμασία εξετάσεων,
με την αφιέρωση άφθονου χρόνου στην προσπάθεια εξοικείωσης των μαθητών με τη δομή των
εξετάσεων. Ακολούθως, θα αποτελούσε πρόκληση το να ενισχυθεί το μάθημα με τη χρήση
τεχνολογικών μέσων και εναλλακτικούς τρόπους αξιολόγησης, με την επακόλουθη εκτίμηση
της αποτελεσματικότητας αυτής της απόπειρας. Το σύγγραμμα, επίσης, επιδιώκει να
αξιολογήσει την αποτελεσματικότητα της χρήσης τεχνολογίας σε ο,τι αφορά στην προετοιμασία
των μαθητών να χειριστούν τις μελλοντικές ακαδημαϊκές και επαγγελματικές απαιτήσεις, οπως
επίσης και πώς επιδρά στα εσωτερικά κίνητρα τους να αντιληφθούν τη μάθηση ως μια δια βιου
διαδικασία.

MOTIVATION.
Η έρευνα θα συλλέξει στοιχεία απο δυο ερωτηματολόγια, που πρόκειται να συμπληρωθούν

πρίν και μετά απο μια σειρά σχεδίων μαθημάτων που θα εκπονηθούν με τη χρήση ενός
WebQuest και το ιστολόγιο του σχολείου για να έχει καλύτερη κατανόηση ως προς τι θεωρούν
οι μαθητές χρήσιμο στη μάθησή τους και ποιά η επίδραση της ενασχόλησής τους με μαθήματα
που χρησιμοποιούν τα προαναφερθέντα τεχνολογικά βοηθήματα.

MOTIVATION.
Key Words
Blogs, WebQuest, Higher Order Thinking skills, assessment, reflection, critical thinking,
project, foundational literacies, new literacies, 21st century skills, blended learning, problem-
solving, exam classes, digital writing, metacognitive skills, collaborative skills
Abbreviations
CEFR: Common European Framework
CALL: Computer Assisted Language Learning
EFL: English as a Foreign Language
ECPE: Examination for the Certificate of Proficiency in English (CaMLA higher level)
HOTs: Higher Order Thinking Skills
PBL: Project-Based Learning
ICT: Information and Communications technology

MOTIVATION.
INTRODUCTION
It is quite indisputable that technology has forever reshaped foreign language teaching and
the Internet has become an integral component of any modern educational system. Thus, in
such an information age, a considerable number of essential skills to be acquired by learners
cluster around the Internet, in a networked environment. Face-to-face tuition, though, albeit
being effective through so many generations in developing foundational literacies, can hardly
accommodate the teaching and learning of these new literacies by itself.
This urgent need for the use of more than one learning teaching modes led to the fostering of
blended learning environments, where said traditional tuition is combined with online teaching,
with a number of benefits to be reaped, the most prominent of which include the promotion of
the communicative competence and the increased motivation towards learning. To this end,
several online tools have so far been explored and adapted by researchers and instructors alike,
to satisfy the needs of foreign language education, with the WebQuests and the Blogs being
among the successfully applied ones (Schweize & Kossow, 2007; Avgerou & Vlachos, 2016).
This success could partly be attributed to the premise that while the learners are engaged in
projects based on them, they seem to develop Higher Order Thinking skills (HOTs). That is
because they exploit previous and newly-acquired language to find possible solutions to
problematic situations, as a result of being exposed to authentic real-world contexts.
More specifically, WebQuests are web-based interdisciplinary projects that, through
collaborative problem- solving, culminate in a cumulative project, offering the wealth of
benefits that the PBL approach has long been known to do. Besides higher order thinking,
language development, Internet enquiry and critical thinking can also be encouraged (Sox &
Rubinstein- Avila, 2009). The present dissertation sets out to explore to which extent this is the
case, and whether this approach can particularly affect in positive ways the productive skill of
writing, and, possibly more importantly, the learners’ attitudes towards the aforementioned skill
and their learning in an exam-oriented class.
The use of blogs is exploited in much the same way, probing into the effects of a blog-based
project on the learners’ attitudes and their writing productivity. Blogs are said to be innovative
tools, through which learners create online portfolios to display their work, while facilitating the
creation of social structures (Efimova and Hendrick, 2005), abiding by the principles of
connectivism. Siemens supports that, according to the latter theory, learning is a network
phenomenon, supported and enhanced by technology and socialization (2014).

MOTIVATION.
Aided by such tools as WebQuests and blogs, the traditional skill of writing finds itself
transformed into digital and networked writing. It is now, more than ever, seen as a recursive
process and not a linear one, with these and other similar tools ensuring that learners follow the
structuring, drafting, evaluating and reviewing stages, with the emphasis clearly being on the
process and not the outcome. The network-collaborative aspect encourages social and thinking
skills, reflecting the way learners will need to behave and work in professional settings,
essentially promoting 21st century skills.
Despite their many purported advantages, the tools in question are rarely officially included
in the year syllabi for exam classes in the context of Private Institutes of Foreign Languages in
Greece. Testing for certification has been argued to be useful only to adults seeking
qualification for work purposes, seeing that it often interferes with the real aims of the teacher’s
work in the classroom (Papaefthymiou-Lytra, 2014). Still, it is a frequent phenomenon that
Greek students, often still attending Junior High school classes, sit certification exams after
taking classes that prepare them for such exams. The content of the syllabi for these classes
tends to be rather devoid of PBL-based sessions, focusing rather on promoting accuracy in
language production and ample practice in the test format. This study will attempt to investigate
whether the inclusion of webQuests and blogs can be motivating to learners, while honing their
skills, preparing them both for real life after their studies and success in their exams.
The first chapter following the introduction provides readers with a brief review of recent
research and studies with reference to blended learning practices and the new literacies in the
context of foreign language education. A comprehensive description of the basic principles of
the online tools of blogging and webQuests will ensue and, given that the research examines the
impact of the use of the aforementioned tools on the development of learners’ HOTs, writing
skill and their motivation, a theoretical background on these issues is also provided. What
follows is a discussion on the research questions, context and methodology, before the
presentation and analysis of the research findings. The paper will culminate in the provision of
answers to the research questions, as well as the implications and limitations of the study for the
EFL classroom.

MOTIVATION.
CHAPTER 1
BLENDED LEARNING, WEBQUESTS AND BLOGS: THE THEORY
1.1 Introduction
The first chapter of the current study will present the theoretical perspectives behind the
blended learning approach and a description of the new literacies involved and the Higher
Order Thinking Skills that the learners are expected to acquire through collaborative digital
writing practices. An inquiry-oriented activity that guides the learners through the web, the
WebQuest, will be discussed with reference to its usefulness in exam-oriented classes and, also,
the benefits of using blogs in the EFL context will be outlined.
1.2 Blended learning theoretical perspectives

The advent of the use of computers in the classroom has revolutionized the teaching of
foreign languages. These tools are being utilized as invaluable sources of linguistic knowledge
and have been for a while now the means that facilitate the communication among students and
the side-by-side interplay between previous and newly acquired knowledge (Vlachos, 2010).
The exploitation of them can transpire through the combination of the traditional face-to-face
tuition approach and online teaching, namely blended learning, based on the premise that the
implementation of different teaching and learning modes and the subsequent accommodation of
different learning styles is supposed to maximise learning (Singh & Reed, 2001). In particular,
the benefits to be derived by such an approach are plentiful and include the promotion of new
literacies and the reinforcement of foundational ones, the development of competences, skills
and strategies and the critical motivational aspect (Vlachos, 2010).
There are certain distinct forms of blended learning courses within the realm of foreign
language teaching. In a ‘dual-track’ approach, the learners attend teacher-led sessions while also
following a self-study course, possibly based on CD-ROM. In the ‘integrated approach’,
learners, similarly, attend face-to-face classes but are expected to carry out homework
assignments between these classes with the aid of web 2.0 tools based technologies. Yet another
type involves the use of technology hardware such as interactive whiteboards and learning tools
facilitated by an internet connection, such as blogs, wikis, content-sharing enabling platforms,
and so on, in the classroom, in combination with traditional teaching approaches (Motteram &
Sharma, 2009).
The preferred approach will be more effective as long as it is based on certain guiding
principles, a crucial one pertaining to the role of the instructor, which needs to be distinct from
the role of technology, as they complement rather than replace each other (Vlachos, 2010).
Another important aspect to be considered is the need to set specific goals before any decisions
MOTIVATION.
on the technologies to fulfill them. A proper way to proceed would then be by carrying out a
needs analysis research that will elucidate the specific areas of language learning that need to be
enhanced, as opposed to using technology just for its own sake (Vlachos, 2010; Sharma &
Barrett, 2007).
1.3 New Literacies

As suggested in the previous part, the systematic integration of educational technology and
internet-based activities in a foreign language syllabus constitutes a need if we aim at helping
the learners acquire new literacies, while simultaneously working on the foundational ones
(Warshauer & Kern, 2000). According to Leu et al, these are ‘the skills, strategies and
dispositions necessary to successfully use and adapt to the rapidly changing information and
communication technologies and contexts.’ (2004). They also involve the ability of technology
users to effectively use language to adjust their identity and manipulate the conversation norms
to accommodate the new electronic spaces (Crystal, 2001).
As is to be expected, the new literacies have a substantial impact on literacy instruction in
classrooms, which seems to be constantly changing, calling for new theories to be formed and
new approaches to language learning. Today’s social forces and contexts are shaping this
changing nature of literacy, as Leu et al argues (2004). Among them, he lists the worldwide
economic competition, which is based on the appropriate use of information and
communication, the advent of the Internet as a mighty technological tool and also the efforts by
governments to promote high literacy achievement for their people. Thus, the high-performance
workplaces require that members be able to identify problems, locate useful information before
evaluating and synthesizing it and communicate solutions. It can be deduced that not only do
students need to acquire the skills to perform accordingly, often in collaborative contexts, but
they are also expected to efficaciously use ICTs to use information with the aim of solving
problems (Leu et al, 2004). It is not surprising then that, as both the societal expectations for
literacy and the demands on literate functions change, so must school policies internationally
change to conform to the new needs.
In more detail, new literacy studies advocate the incorporation of multiple modes and social
practices for meaningful and critical participation in an increasingly global society, as
mentioned above (Gee, 2000). Lankshear and Knobel separated the new literacies into five
categories (2003). The information literacy refers to research skills, while the media literacy
is relevant to critical analysis and evaluation of the information and the quality and authority of
sources (Lengel & Lengel, 2006). The use of computers, social media and the Internet are linked
to the digital literacy, with the integration of images, symbols, signs and other modes being

MOTIVATION.
referred to as the visual literacy. The community literacy, lastly, involves the participation of
learners in online discussions and the public act of writing and taking social action (Higgins et
al., 2006). The teaching of these new skills complements the traditional curriculum that aims at
the development of the foundational literacies, such as reading comprehension and writing,
phonemic awareness, knowledge of grammar, syntax and vocabulary, responding to literature
and so on (Vlachos, 2010).
The application of new literacies can also lead to the learners becoming more autonomous
and effective at self-study, while they learn to activate the appropriate strategies to reach their
goals (Ellis & Sinclair, 1989). The role of the teachers in such a context inevitably changes and
becomes more important, since they are the facilitators of this socially constructed learning,
which also encourages the acquisition of Higher Order Thinking Skills (HOTs), a key
component of the wider 21st century skills set.
1.4 Higher-Order Thinking Skills

According to Lewis and Smith, Higher-Order Thinking skills, or HOTs, occur when a person
interrelates new pieces of information with previous ones, rearranging them at the same time,
before extending them to accomplish a task or fulfill a purpose, often to find solutions to
problems (1993). Individual pacing, a crucial element of learner control, is conducive to the
acquisition and honing of these skills, and the web seems to be the right context (Bradshaw et
al., 2002). Learners exploring it can be exposed to various resources that often offer diverse
perspectives with the benefit of developing the users’ critical skills (Peterson, Caverly &
MacDonald, 2003). The information is, thus, used in meaningful ways and, for that to occur,
transformative thinking processes need to take over (Dodge, 2007; March, 2004). HOTs have
been further defined as including three categories, content thinking, critical thinking and
creative thinking, while, following Bloom’s taxonomy, they can be connected to the levels of
application, analysis, synthesis, integration and evaluation (Bradshaw, Bishop, Gens, Miller
& Rogers, 2002).
Argumentation to differentiate higher order thinking from critical thinking and problem
solving, to help clarify the meaning and the true nature of the term, has been documented since
the early years of the 20th century. Critical thinking was connected to the field of philosophy and
the humanities, to be used as a moral force to promote the good and discipline thinking
(Resnick, 1987). Thus, discourse and use of logical thinking culminate in the perfection of
thinking with the aim of deciding what to believe and do, as Lewis and Smith denote (1993).
They also associate problem solving with the field of psychology and the sciences in general,
describing it as an experimentation and research thinking process, rather than reflective thinking

MOTIVATION.
and logic. Both disciplines, though, are claimed to contribute to achieving the goal of learning to
reason.
According to the Commission on Science Education of the American Association for the
Advancement of Science, there are two interdependent processes involved in problem solving
activity, namely the basic and the integrated ones, with the effective use of the latter heavily
relying on the application of the former. The distinction between them can be similar to the
distinction between lower order and higher order thinking skills. In detail, basic processes
entail manipulation of data on the levels of observing, inferring, measuring, predicting,
collecting, recording and classifying. Integrated processes refer to the interpretation of data,
controlling the variables, formulating hypotheses and experimenting and going beyond what is
explicitly presented. Newman sheds further light to their difference when he describes higher
order thinking as challenging the student to interpret, analyze or handle the information, while
lower order thinking requires mechanical application of previously acquired knowledge (1990).
However, it is the task and the cognitive background of the person involved that determines
which kind of thinking will be applied, with a task demanding HOT by one individual possibly
demanding lower thinking by another.
Undeniably, higher order thinking, problem solving and critical thinking have been rendered
indispensable in the information age that we live in, if we are to equip students with skills
crucial to their future success (Fontana, Dede, White & Cates, 1993). Our era is also a digital
one, with emphasis both on information and the use of technology, making it seem quite natural
for the computer and other technological tools to be meaningfully used to involve students in the
development and practice of the aforementioned skills (Muir-Herzig, 2004). The usefulness of
these tools can be said to lie in their independence of subject matter and their adaptability in
terms of curriculum integration across grade levels and subject areas (Ragsdale, 1989). Thus,
active learning is promoted, together with the introduction of authentic tasks in the classroom
that pave the way for challenging work, complex problem solving and student-centered tasks
that extend beyond the classroom (Lewis & Smith, 1993). The cultivation of these skills can be
regarded as being of high importance in view of research that has indicated that failure on the
school’s part to do so may be the source of substantial learning difficulties (Lewis & Smith,
1993).

MOTIVATION.
1.5 Motivational aspects of using CALL

A valid reason for the recent surge in the use of the computer in the classrooms is because
one of its purported benefits is that it increases student motivation. According to Warschauer,
the traditional theories perceive motivation as being integrative, that is a desire to become a part
of the target culture, and instrumental, which refers to the resulting practical benefits (1996).
However, this framework has been found to be inadequate on the grounds of it being too
general, mostly deriving from the social psychological theory and, thirdly, not practical enough
for the educators who wish to enhance motivation to their learners (Crookes & Schmidt, 1991;
Dornyei, 2003).
Warschauer’s research on the motivating aspects of learning with computers indicated that
there are four factors involved. The first one is communication and it pertains to the learners’
willingness to communicate with each other, their instructor and other non-native speakers of
the world, while the second one, empowerment, has to do with the affective variable. The third
factor relates to computers’ making learners feel that they learn faster and are in control of their
learning, and the last one includes the sense of achievement learners acquire (1996).
The benefits of learning with the use of computers referring to motivation are widely touted
as being multiple. In particular, through their use, learners seem more willing to devote more
time composing texts and to readily perceive writing as a ‘fluid’ process that, more often than
not, requires editing (Piper, 1987). The skill of writing is further promoted through the
improvement in the affective factors of the attitudes towards it (Phinney, 1989). Other
motivating aspects of learning with the aid of technological tools include the feeling of novelty
when working with a new medium and the individualized character of it. These, combined with
the opportunities for learner control and immediate and regular descriptive feedback that are
offered to the user, seem to highly recommend their use when the goal is to raise motivation
levels (Warschauer, 1996). Experimentation and risk taking are also accommodated, especially
by the use of word processors, which are also reported to benefit more the lower- ability
students (Cochran- Smith, 1991; Bangert- Drowns, 1993). Regarding the role of the teachers’
intervention, their personal feelings towards the use of technology are said to be critical and
determining factors in shaping learner attitudes, while their contribution to the acquisition of
technological skills is similarly substantial, since they can quite easily transfer them (Slaouti &
Bouboureka, 2005). If we take into account Warschauer’s study findings, according to which the
highest motivation levels are achieved when computer work is an inherent part for the
completion of the class assignment, as opposed to it being optional, it is evident how
instrumental the teacher’s role is in promoting the use of technology and thus motivating
previously unmotivated students (1996).

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1.6 Digital Writing

Writing is believed by many to be an active way of learning through risk-riddled language
experimentation (Raimes, 1985). Educators and researchers alike have been consistently looking
for ways to stimulate better writing skills among their learners. Pennington has indicated that
the element of recursiveness, that is, the forward and backward movement in a text, can produce
this result (1996), while Krashen emphasized the importance of the integration of skills towards
enhancing any of them (1984). The substantial role of feedback exchange has also been
documented, deemed as instrumental to social maturity, as learners practice their social and
interpersonal skills, while becoming familiar with each other’s perspectives (Chandler, 2003).
Effective communication of ideas through writing can also be achieved when the writer has
gained insight into his/ her audience and, if this audience is real, as in a local or global
community like that of the internet, then the authenticity of the task and the purpose can ensure
advancement of the writing skills (Harrison, 2006; Sun, 2009). Specifically, the use of
multimedia in the classroom can further coherence, cohesion, rhetorical organization and
pragmatic competence (Canale & Swain, 1980). To that end, learners of today need to acquire
the skill of using information technologies, if they are to function as expected as citizens and
workers of the 21st century (Lemke, 2002).
The effects of electronic technologies on writing can be manifested in the changes in the
creating, editing, proofreading and formatting processes (Hyland, 2009). According to other
researchers, the stages of generating ideas, focusing, structuring, drafting, evaluating and
reviewing, generally referred to as process writing, can be greatly enhanced by the use of
technology (Slaouti & Bouboureka, 2005; Arntd, 1991). Some examples include the use of
video to activate background schemata and spawn ideas, or the contribution of the word
processors to the non-linear structure of a text.
Having control and working knowledge of electronic media, today, is inherently connected
with literacy, but includes many more aspects than the basic function of writing. Writing in
online discourse communities is the key to the construction of new social identities, while the
traditional relationships between writers and readers undergoes major changes, with the reader
being capable of retorting to the writer, almost instantly (Hyland, 2009). Also, a preference for
image over text is gradually emerging and, together with the necessity to comprehend and create
multimodal texts, they now constitute literacy practices. The use of hypertexts that provide
active connections to parts of the current text or others are quite common too, having as a major
effect the transformation of potential links between different texts into actual ones, thus
actualizing intertextuality (Hyland, 2009).

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Apart from process writing, networked writing is also facilitated by technology tools, since
the capacity to allow collaboration and interaction is instrumental (Hyland, 2009). According to
Vygotsky and the tenets of social cultural theory, learning occurs within social contexts (1978),
and collaborative learning contributes to the development of the problem-solving and decision-
making skills as well as the information-seeking skills (Kieser & Golden, 2009; Lazonder,
2005). Technology tools can, also, proceduralise the writing activities and help teachers
gradually decontextualize the learning situation (Slaouti and Bouboureka, 2005).
Digital writing is marked by the concepts of multimodality, interactivity, hypertextuality and
inherently connected with the new literacies and the 21st century skills. Its pedagogical
framework can also be traced in higher order thinking and constructivism, according to which
students need to be in an environment where the learning experiences are conducive to their
constructing their own knowledge and thinking skills (Cobb, 1994; Thomas & Thorne, 2009).
Also, the model of instruction known as Situated Learning (SL) is in play throughout digital
writing processes, which holds that, for substantial learning to take place, it must be
incorporated in the physical and social context of the learning situation (Oliver & Herrington,
2000). Barton and Potts advocate that the elements of SL can be manifested and exemplified in
the public presentation of different points of view, the pursuit of larger social purposes, the
active participation, interaction, reflection and articulations, as well as the enrichment of the
learners’ linguistic repertoires (2013). The framework is further complemented by the
approaches of connectivism, with an emphasis on individual interest and social support and
social constructivism that stresses the importance of cultural, intercultural and social context
and maintains the effectiveness of collaborative nature of learning (Slaouti & Bouboureka,
2005).
Overall, the use of technology to enhance the writing skill can be said to be highly
recommended. It offers recursiveness in writing, thus stimulating better, easier and different
writing (Pennington, 1996b). It also caters for feedback exchange, which promotes social and
interpersonal skills, while, at the same time, facilitates the integration of skills, with its many
benefits (Chandler, 2003; Krashen, 1984). A collaborative writing activity has been found to
render the participants both concerned about matters such as content appropriateness and
language accuracy, with reference to the goal of accommodating the target audience, and also
more motivated, since the said audience is real (Paroussi, 2014). All these beneficial aspects of
digital writing can be explored in the classroom with the implementation of WebQuests and
blogs, amongst other tools. The following section discusses the theory underlying the former.

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1.7 A Useful Teaching Tool: WebQuests

The need to ensure student engagement in the learning process and allow for cooperative as
well as individual learning opportunities has been critical to EFL instructors and scholars alike
(Maddux and Cummings, 2007). Tasks that result in cumulative projects, like the ones that
WebQuests offer, can have these educational qualities.
Through the WebQuest tasks, which simulate real-world situations, learners are required to
take on particular roles and design blueprints, persuade others, come to agreement with the aim
of developing a policy or completing a mission (Sox and Rubinstein- Avila, 2009). Thus, they
have the opportunity to delve into specific topics and, through collaborative problem-solving
and the exposure to multiple modalities, especially diverse learners, demonstrate and extend
what they have learnt (Tomlinson, 1999).
Learning through WebQuests can be proven to be conducive towards developing the
computer literacy to learners. This literacy is best promoted if it is to be taught explicitly and it
is incorporated meaningfully into content area learning (Gee, 2000; Lankshear & Knobel, 2003).
Many students, especially low-income ones according to research, may be very basic users of
technology and they may greatly benefit from the use of WebQuest tasks and final products that
require them to integrate, extend and evaluate information from several sources, using the web
(Facer & Furlong, 2001; Sox & Rubinstein- Avila, 2009).
WebQuests can also be indispensable tools for differentiation, by enabling learners to make
informed choices according to their abilities, interests and motivation to learn. The
differentiated assessment process enables them to monitor their progress throughout their
work, since it makes use of detailed scoring guides and rubrics (Tomlinson, 1999). Thus, hardly
any emphasis is given to mistakes, contributing to the learners’ development of the sense of
accountability for their work, having been provided with assessment information from the very
beginning. It is also possible for them to evaluate the quality of the websites they visit and the
sources they have included, thus becoming more involved in their own learning (Ikpeze and
Boyd, 2007).
The WebQuests are strictly structured and there are specific features that most designers
incorporate and take into account when producing them. The same five components that are
found in every WebQuest are the following: Introduction, Task, Process, Evaluation and
Conclusion. The purpose of the Introduction is to intrigue the learners and connect the upcoming
lesson to their background knowledge. The learners, thus, are informed that they will participate
in a quest, a mission with particular requirements. For example, they may be told that they are
scientists who have been selected to speak to the United Nations and need to come up with
information about the topics they will be addressing (Scweizer and Kossow, 2007). The task

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now, a most critical step, is a doable, open-ended and real-world activity that should be possible
to solve through more than one solution in order to stress higher-order thinking (Dodge, 2007).
Moving on to the Process page, it resembles a traditional lesson plan, in which the steps that a
student must complete are clearly listed to provide the appropriate scaffolding (Sox and
Rubinstein- Avila, 2009). The teacher’s expectations for the final product are also included,
boundaries are set, and, more often than not, the lists of hyperlinks that the students will use are
provided. They can also be featured in a separate page, but in any case, it is crucial that they be
selected and screened for content carefully. A short description can also accompany the links, so
that the learners can quickly decide which they will explore first. What follows is the Evaluation
section, which should be aligned with the standards outlined in the Task and Process pages.
Mostly, this page features scoring guides in the form of grids that list specific criteria to be
fulfilled and various checklists reflecting the desired result of each activity. The last part is,
naturally, the Conclusion, which states what the students should have already gained from this
quest and to what end they were involved in the procedure. They are invited to reflect upon the
task and possible ways in which it could have been better, or even future quests they might want
to explore (Dodge, 2007; Schweisser & Kossow, 2007).
Sox and Rubinstein- Avila have outlined the need for certain linguistic, multimedia and
organizational features to be present in WebQuests (2009). Pertaining to the linguistic ones, it is
crucial that all directions be clearly and succinctly written, avoiding the use of indirect
commands, phrasal verbs, colloquialisms and the incorporation of multiple task in each step
(information overload). When it comes to the use of multimedia, online bilingual dictionaries
can be added to support the students, along with video clips and interactive quizzes that can
trigger background knowledge. To facilitate comprehension, there should be careful placement
of visuals, photographs and other illustrations. The information should not be repetitive and the
text should not be heavy. The organizational aspect calls for careful adaptation of texts, with the
use of appropriate highlighting of the key terms, bullet points, graphic organizers and
numbering, amongst other aids to further the scaffolding of the learning process.
Are WebQuests a good teaching technique then? It certainly appears that a variety of theories
support it, including the constructivist philosophy, Situated Learning, cooperative learning and
critical and creative thinking. WebQuests motivate students to become active learners and use
the Internet as an important tool in their learning while, at the same time, they constitute a rather
substantial assessment tool (Halan, 2008). They can also encourage students to enhance their
critical skills and challenge stereotypes by questioning the validity, authority and relevance of
different sources that represent multiple perspectives (Sox and Rubinstein- Avila, 2009). While
the distinct purpose remains the acquisition and integration of knowledge, depending on how

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successfully the task is conducted, the learners obtain critical life skills, such as public speaking,
organization and perspective that the mere production of a piece of writing might not have
offered them (Scweizer and Kossow, 2007).
WebQuests, naturally, are not without their critics. The latter argue that these types of lessons
pose great challenges for the teacher, who needs to allow for sufficient amount of time to carry
out the lesson plan, find reliable links and ensure access online via a reliable connection (Halat
and Jakubowski, 2001). Others stress the need to make sure that the learners are not distracted
by irrelevant websites that they come up with while exploring the web.
1.8 CALL and Blogging: Providing Skills for the Future

Computer Assisted Language Learning (CALL) has for some time now been credited with
the attribute of helping learners achieve personal knowledge development through meaningful
interaction (Lord and Lomicka, 2004). Teachers can too benefit from CALL, as they can
develop the skill of challenging their own teaching practices and ideas (Korthagen, 1993). As
CALL provides them with a community of practice through various tools, such as blogs, wikis,
social media platforms and more, they are enabled to both delve into and come up with solutions
to their teaching problems and also assume responsibility for their professional development
(Zeichner and Liston, 1996). Through the new media, they can opt for diversified instruction
and enhance their classrooms with more flexibility, creativity and critical thinking, by placing
emphasis on more personalized content, process, product and assessment of a communicative
and authentic nature (Papaefthymiou- Lytra, 2014). Authenticity is a key element, as learning is
often considered to occur in contexts that resemble real-life situations (Collins, 1998). The new
knowledge is better owned if learners are to be engaged in such instances in which they are
required to apply it (Shell and Black, 1997). Thus, the young learners can better learn when their
curiosity and inquisitiveness for new experiences are satisfied, leading to the more effective
taking over of intrinsic motivation. Secondary school learners, on the other hand, are motivated
by a need to explore their relationships with others and themselves, and the new media can help
the restless youth gain a better understanding of the world around them (Papaefthymiou- Lytra,
2014). Identity development can also be fostered through the feedback offered by the
community, essentially reinforcing the individual’s sense of self, be it positive or negative
(Pempek, Yermolayena & Calvert, 2009).
Web Logs or Blogs, the abbreviated term, are web applications that allow users to publish,
display and edit posts at any time (Crystal, 2001). Their use in a hybrid framework has been
tested and found to offer most of the aforementioned benefits. Learners can improve their
writing skills and increase the quantity of their texts as well as their lexical sophistication

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(Fellner and Apple, 2006). Further on, they can gradually acquire academic writing skills and
participate in a community of writers, wherein they are contributors and not just consumers of
online content (Bloch, 2007; Rezaee & Oladi, 2008). They are also enabled to employ their
learning, communicative, cognitive and metacognitive strategies to make decisions based on
reflective practices and their critical awareness. At the same time, they are required to abide by
the rules set by various factors, such as the foreign language, the culture, expected outcomes,
their partners and instructors, while collaborating and networking (Papaefthymiou- Lytra, 2014).
Throughout the process, the ethos promoted is that of support, advice and collective benefit, as
opposed to a sense of competition, with every participant being considered eventually a winner
(Lankshear and Knobel, 2003). The learners develop autonomy, independence and a sense of
achievement, since they have created an online portfolio that shows their work over time and
helps them reflect on their strategies and learning, while not only solving, but also posing
problems (Avgerou & Vlachos, 2016; Freire, 1985).
The use of blogs in the classroom can stress the value of mastering online communication as
a 21st century skill, since they combine the interactivity of speech with the permanent nature of
writing, exposing students to both the benefits and the risks of the practice of online expression
when addressing a social audience (Warshauer, 1997). Blogging, then, as one tool under the
umbrella of the new media pedagogies, draws on the creativity principle and the authentic
communication, and enables the teacher to embrace his/her new role as the instructor of
‘learning how to learn’ strategies, taking into account the students’ learning style, abilities,
needs, interests and purposes (Papaefthymiou- Lytra, 2014). Lifelong learning attitudes and
practices can thus be built, while teachers provide a friendly discussion space that encourages
students’ reflection (Yang, 2009).
1.9 Conclusion
The first chapter provided the theoretical background that supports the use of WebQuests
and Blogs, as found in EFL literature over the recent years. The researcher seeks to examine the
extent to which the aforementioned purported benefits of the two tools can manifest themselves
and positively affect the teaching and leaning methods of her EFL class, through the research
that will be described in the following chapter.

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CHAPTER 2
THE RESEARCH CONTEXT
2.1 Introduction
Following the theoretical foundations that support the present case study, this second chapter
will illustrate how they can be put into practice. In particular, it will present the research
questions and the context, before elaborating on the chosen methodology, along with the
instruments and the procedure that is followed.
2.2 Research Questions
The purpose of the present case study is to explore the benefits of immersing EFL learners in
a blended learning environment that incorporates the use of different technological tools such as
blogs and Webquests and to measure the extent to which their attitudes and motivation, their
autonomy and their overall performance in the productive skills has improved. The following
research questions were addressed:
1. How effective are blogging and WebQuests as tools to enhance writing and
collaborative skills?
2. How effective are blogging and WebQuests towards promoting the acquisition of new
literacies?
3. To what extent can technological tools such as blogging and WebQuests increase the
intrinsic motivation of learners?
4. In which ways can a blended learning environment with the integration of the new
tools be effective towards serving the purposes of exam-oriented classes?
2.3 Research Context

2.3.1 Class and Researcher profile, Class Aims and Teaching materials
Participants include six students of a private evening language school in a suburb of Athens
in Attica, called Nea Makri. The class consists of four girls and two boys, all aged between
fourteen and fifteen years of age, with half of them attending the third year of Junior High and
the other half the first year of High School. Five of them are Greek monolinguals, while one of
the boys is Albanian. They have been learning English as a foreign language for approximately
seven to nine years and belong to the expanding circle, according to Kachru et al. categorization
(2009). The boys are generally moderately motivated to actively participate in class proceedings
and even less so to carry out any homework. One of them has been diagnosed with dyslexia and
the descriptive assessment document that has been issued to describe his learning strengths and
weaknesses especially emphasizes his having difficulty focusing on a given task for long. Of the
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girls, the three are highly motivated to acquire the new knowledge, the fourth of them, however,
claims to be attending only because her mother has her do so.
As far as the language competence level of the group is concerned, they can all be placed at
the Common European Framework (CEF) C1 reference level (see appendix III). They can, thus,
understand a variety of complex texts, even the ones that belong to an area they are not familiar
with, with the occasional help from a dictionary, develop arguments effectively both in spoken
and written form, and also follow extended speech on abstract and complex topics quite
satisfactorily. The students are to sit a C2 exam at the end of the academic period, so the main
goal of the course is that they become proficient users of the foreign language and certify their
proficiency level. To that end, the students are predominantly exposed to exam-oriented tasks,
devoid of authenticity or communicative elements, since half of their time at the language
school is spent on the completion of practice tests containing multiple choice activities. Apart
from books of this nature, the syllabus also includes a textbook entitled ‘ECPE Honors’, which
features mainly exam-type tasks, but also some integrated ones. It is accompanied by an
interactive whiteboard cd-rom, essentially a digital copy of the book, which is being projected
on the available interactive whiteboard of the classroom.
The researcher has been teaching English as a foreign language in both public and private
schools for seventeen years and aspires to boost the learners’ autonomy and motivation levels by
incorporating the modern trends in teaching, as are dictated by research and literature at TESOL.
She has found that to balance this aim and the desired by both parents and students success in
accreditation exams has been a challenging task over the years. This is the reason why she
attempts to incorporate the relatively new tools of blogging and WebQuest into the syllabus of
this class.
2.4 Research Methodology: A Mixed Methods Approach

2.4.1 A Case Study
For the purposes of this small-scale pilot study, the selected group of learners was observed
for a certain period of time in order to provide the researcher with an understanding of the
changes in their attitude, motivation, performance and acquisition of skills (Cohen et al., 2007).
A mixed methods research was selected and the relevant information was gathered through
consecutive and interrelated online questionnaires that were expected to yield both quantitative
and qualitative data (Dornyei, 2003).

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2.4.2 The Research Instruments

The tools that were used for the collection of both types of data, as mentioned above, are the
needs analysis questionnaire, which was administered before the introduction of the projects and
the post-webQuest- Blog questionnaire, inviting participants to reflect on their learning
experiences.
2.4.3 The Needs Analysis Questionnaire
The needs analysis was designed and administered for two purposes: first, in order to
examine the attitudes of learners towards the use of technology while attending an exam-
oriented EFL class and their attitudes towards the skill of writing, and secondly, to yield
valuable insights into their interests and preferences while learning, so that the researcher could
design the WebQuest and the Blog project in accordance with their needs and topic preferences.
This was deemed important, as students in exam classes initially tend to question the usefulness
of materials other than the ones in direct relation to the test they will be sitting. Customizing the
project sessions to their interests was thus even more necessary to ensure their active and willful
involvement in the process.
The needs analysis questionnaire was conducted via Google forms, an online survey tool. A
link to the form was sent to the social media group that the class shared (via Messenger) and the
teacher projected the form on the interactive whiteboard, explaining the questions and the
potential answers, so that all the areas would be clarified to the whole group (see appendix I).
They submitted their forms quite promptly, some within a day or two, others on the very day of
the presentation. The online form was by default quite attractive in its design, and user-friendly,
both to the designer and the respondents. Careful wording was used to ensure the reliability and
the validity of the questionnaire, as Dornyei suggested (2003), with a selection of four-point
Likert scale questions, multiple-choice checklists and check-boxes addressed to the learners. The
tabulation of the findings was automatically made by the tool after each submission.
The needs analysis consisted of three parts, in direct relation to the research questions of the
study and the post-questionnaire. The first part investigated learners’ attitudes towards the use of
technology in the classroom and their subjective views on their computer literacy level. The
second one was the one pertaining to their interests and preferences for activities, topics and
modes of work. The last one comprised two questions that investigated their views and feelings
towards the productive skill of writing.
2.4.4 The Post-Questionnaire
The post-questionnaire was administered after the completion of two projects, a webQuest
and a Blog-based one. Similarly to the pre-questionnaire, it was designed and shared via Google
forms, an online survey tool, to facilitate the learners and motivate them to provide their

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answers, since the tool renders the survey completion quite effortless (see appendix II). The
learners were required to answer questions exploring the changes in their attitudes, preferences
and expectations, with reference to the acquisition of new literacies and higher order thinking
skills, the productive skill of writing and their motivation levels after having worked on two
computer-based projects. The students’ answers were compared to the results of the pre-
questionnaire and thus allowed the researcher to draw useful conclusions pertaining to the set
research questions.
2.5 Research Procedure
The study looked into the effects of using a webQuest and blogging as a means of promoting
blended learning practices, higher-order thinking skills, motivation and better writing. To that
end, two projects were designed and implemented in the classroom. For the first one, a
WebQuest was introduced to the learners and was completed in five sessions within a period of
six weeks. The second project included blogging and was completed in three sessions over
another six-week period. Between the projects, there was an interval of three weeks. The needs
analysis questionnaire, as mentioned before, was administered a week before the introduction of
the first project, while the post-questionnaire was completed one week after the final session of
the second project. Throughout this period, the instructor observed and recorded the reactions of
the learners to the whole process, their attitudes towards it and, equally importantly, any changes
manifested in their competencies.
2.5.1 The WebQuest Project

As discussed in chapter one of this study, a WebQuest is an inquiry-based series of activities,
providing the students with resources and tools that will help them navigate the vast information
resources found on the web and the appropriate scaffolding they need so as to reach a real-world
end-product successfully (Dodge, 1995; March, 2003). The main attributes of a WebQuest
include an introduction that sets the goals of the quest, an appealing task, a clearly laid out
process, the evaluation scheme, a list of resources and a conclusion to summarize the main
purposes of the project-based activity (Halat, 2008). For the purposes of the particular study, the
WebQuest was designed in accordance with the preferences of the learners regarding the topics
of interest, and thus dealt with the issue of music, and with the use of a free-resource website,
called bookwidgets, which offered a user-friendly template to the instructor and an appealing
interface to the students. It was distinctly separated into the six aforementioned parts (see
appendix VI).
The first session (see appendix X, p.2) included the presentation of the WebQuest to the
class, with the use of an interactive whiteboard and a projector (see appendix VI, pp.1-3). The

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learners found out about the various parts of the task and were prompted to choose a partner, so
as to form 3 groups. As was clearly explained in the process section (see appendix VI, pp.4-6),
they were required to explore the sets of links pertaining either to the 1990’s or the 2000’s music
decade and then choose a particular band/ performer and a sample of their work. A small
summary for each decade and links to relevant websites were provided by the instructor to
strengthen content knowledge (Schweizer and Kossow, 2007). They also had to find the lyrics
and the video-clip of this song, and also do some research on the biography of the performers.
During the second session, (see appendix X, p.2) the learners synthesized a text using their
notes on the biographical elements of their chosen artist(s) and also composed a review on the
decade they were interested in, following the recommended hyperlinks, or any other resulting
from their search (see appendix VI, p.5). The aim of the illustrations and audiovisual resources
was to provide scaffolding and encourage self-directed inquiry within the topic (Echevarria et
al., 2000; Efimova & Fiedler, 2003). The important element of assessment was also addressed,
with an explanation of the checklists (see appendix VI, pp.7-10) and their use being given to the
learners, along with printed-out copies of the lists to facilitate the procedure. The checklists are
used to contribute to the learners becoming familiarised with the fact that the objective of each
activity is unrelated to a simple catalogue of their mistakes, but is rather connected with their
academic growth (Tomlinson, 1999). The third session (see appendix X, p.3 and appendix VI,
p.6) had two objectives. At first, the group had to make a choice out of three options, to write an
imaginary interview script, write a song as an answer to the song they had chosen or devise a
script for the particular song’s video clip and record it. After they completed that, they would
start putting together their presentation, which would have to include all the previous tasks. If
time were not sufficient, they would have to collaborate online or face-to-face outside class
hours to complete it. The two sessions following this featured the three presentations by the
groups.
2.5.2 The Blog Project
Following the completion of the WebQuest final product presentations and the passage of
almost three weeks, the students were introduced to the second project of the academic year (see
appendix VII). The technological tool to be used this time was the blog, a web 2.0 platform that
the specific group had not used before, on academic or other context. The purpose of its use was
to promote computer literacy, enhance writing skills and further encourage the development of
higher-order thinking skills. The students were assigned to choose and complete one task within
a two-week period and comment on their peers’ work, based on specific checklists. The topics
of the tasks were derived from the needs analysis questionnaire and a class discussion with the
students concerning the kinds of issues about which they would like to write. The whole project

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was completed in three sessions over a six-week period. Given the fact that the particular group
was preparing for a forthcoming C2 exam and was subsequently burdened with exam-oriented
homework and revision work, the learners were allowed additional time to complete their work,
when necessary. A three-session procedure was followed, as described below:
a) Blog Session 1 (see appendix XI, pp.2-3)
The instructor introduced the blog project and the tasks accompanying it. The first task (see
appendix VII, pp.1-8) required that the learners watch two videos or series of videos out of a
selection of three, all related to the topic of the first task, namely, crime and illegal activities,
with the purpose of activating their background knowledge and engaging their attention (Sifakis
et al., 2004). The first video was the trailer of an older film and the students, if they were
interested in it, were to watch the movie in its entirety at home. The second and the third were
episodes from a famous detective series, the latter of which they watched in the second part of
that lesson in class. They were informed that, after watching, they would have to produce an
essay, a story or a review, answering some specific questions for each genre. Before writing
their text, they would have to consult an essay, story or review checklist, depending on their
choice, following the links that led them to shared, editable documents. The checklists (see
appendix VII, pp.20-30) were provided so that active, student-centered learning would be
encouraged (Kieser & Golden, 2009; Yang, 2009). The written text could also be submitted in a
slide presentation form using online tools, since the word processors cater for many learning
styles and especially benefit the writers who have difficulty producing acceptable handwriting,
by giving them the opportunity to submit appealing and professional looking work without
much effort (Piper, 1987).
The essay choices included composing an imaginary biographical text on one of the criminals
starring in the videos they watched or an essay about a worldwide famous criminal, to promote
their information-seeking skills through the research they would have to conduct towards the
task completion (Lazonder, 2005). The second writing option was related to the story genre and
included some ideas for imaginative writing, derived from a writing practice blog available
online. A link was provided to this blog to ensure variety of ideas and, through the authenticity
of the source, to motivate the learners to write more and better (Cunningham, 2000). The final
choice for the first task is a review on one of the videos the learners watched before, once again
following a checklist that had been adapted from a relevant webpage.
Following that, the students were familiarized with the demands of the second task, which,
inspired by the needs analysis questionnaire findings, was related to the issue of human
psychology (see appendix VII, pp.10-12). The steps to be clarified to the students were three.
Initially, they had to watch a number of TED videos, easily accessible online, via their smart

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phones, to build more effective content schemata (Rinis and Vlachos, 2013). After that, they
were asked to complete a presentation checklist, so that they could become better acquainted
with some of the criteria employed when producing or assessing a presentation and move
towards a more autonomous phase, before writing a review of the same talk (March, 2003). This
task ended with an assignment that included two original presentations by the learner, on an
interesting human psychology issue, one for the audience and another one containing notes for
the writer. Their active involvement in decision-making processes about which information to
include and how to connect and manipulate it may potentially contribute to their developing of
reflective thinking (Rudd, 2007).
b) Blog Sessions 2&3 (see appendix XI, pp.4-5)
The second and the third session dealt with the questions of the learners regarding their
assignments, the posting of the comments and the use of the checklists to provide peer feedback
to their classmates. The checklists were to be used for both production and assessment purposes,
to ensure the practice of social and interpersonal skills and community building (Chandler,
2003; Richardson, 2010).
2.6 Conclusion
The purpose of the second chapter was to discuss in detail the context of the current research
and the methodology that was followed. The reader was informed that there are two
questionnaires to be compared so that some conclusions may be reached as to the effectiveness
of WebQuests and Blog project-based activities when applied to an advanced exam-oriented
class of adolescents. The analysis of the data follows in chapter three, while the discussion of the
research findings will constitute the point of focus of chapter four.
CHAPTER 3
ANALYSIS OF THE RESEARCH DATA
3.1 Introduction
The third chapter aims at presenting and analysing the findings of the research tools. At first,
the conclusions to be drawn from the pre-questionnaire will be discussed, to be followed by the
results of the post-questionnaire. The fourth section will provide a comparison between the two
questionnaires, to enlighten the reader about the possible changes in the learners’ attitudes and
competencies after the completion of the projects.
3.2 Needs Analysis pre-questionnaire findings

The needs pre-questionnaire consisted of three parts. The first part investigated learners’
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attitudes towards the use of technology in the classroom, whether they used it and in which ways
(see appendix IV, pp.1-3). The second one included questions to elucidate areas such as their
interests and preferences for activities, topics and modes of work. The purpose of this was to
ensure that the design of the two projects would attract the attention of the specific group (see
appendix IV, pp.4-6). The last one comprised two questions that investigated their views and
feelings towards the productive skill of writing (see appendix IV, pp.7-8).
Beginning with the first part, bearing the title ‘The attitudes of advanced level students
towards the use of technology in exam classes’, the students responded to ten questions. All of
them reported that they had used computer technology during their EFL language courses, to
look up words in a dictionary and other information on the Internet. This is also consistent with
the fact that earlier in the academic year the specific group had been familiarized with websites
that enable file sharing and online collaboration, such as Google Drive, to facilitate homework
submission. The vast majority of them agreed that PowerPoint-like applications and the e-mail
were the most useful learning tools. The same percentage (83%) reported that they expected that
they would use technology educational tools in conjunction with traditional learning methods,
pointing at the blended learning method approach. As shown by the following questions (see
appendix IV, questions 5-7, p.2), the learners found the internet and project work useful in their
learning, while half of them found blogging somewhat useful, which can be explained by the
fact that they were not at the time aware of how blogging can be used in an educational context.
The last questions of this part (see appendix IV, questions 8-10, pp.2-3) indicated that most of
them considered their computer skills as fairly efficient. In more detail, the majority of them are
very confident in their ability to type texts, open and save documents, use search engines,
communicate with others, locate the desired information when reading online and follow
guidelines when conducting online projects. The skills the majority feels somewhat confident in
are when using hyperlinks to access hypermedia, post texts on virtual spaces, provide reference
lists and using removable devices. Half of them feel that they can effectively create
presentations, post pictures and videos on virtual spaces, upload and download material, but
when it comes to creating word documents and synthesizing information to create their own
text, they do not rate their abilities that high. This is probably because, while the social media do
enable them to do the former, they do not receive enough practice on the latter in their
educational contexts. Their expectations regarding the possible changes in their skills included
their critical skills when selecting appropriate information from the text and vocabulary
enrichment, at a percentage of 83%, while two thirds aspired to the production of better-
structured texts on the computer.
The second part of the pre- questionnaire (see appendix IV, questions 11-14, pp.4-6) set out

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to provide an insight into the learners’ interests and preferences for activities, topics and modes
of work, similarly to a generic study analysis. The first question shed some light onto what the
learners considered to be helpful in their learning process. The answer that was mostly chosen
was the one that identified the teacher’s presentation as the most helpful, at a percentage of 83%,
indicating that, despite the advent of the technological and the other educational aids, the
students still prefer to be taught by an expert in live mode. The answers to the same question,
with more that two thirds selecting them were: listening to music, surfing the Internet and
combining new with previous knowledge to achieve a purpose. With reference to their
preference as to how to work, the selected modes were in groups and individually. However,
when asked orally, the learners responded that they desired to carry out their projects in pairs.
They were subsequently asked to rate certain types of activities conducted in class. The data
indicates that they seem to enjoy a lot grammar drills, writing in class (as opposed to writing
tasks assigned as homework), speaking in class and oral production tests, along with making and
attending presentations and looking up information online. The end product of the WebQuest
designed for the present study (see appendices VI & VIII) and of one of the tasks of the blog
project (see appendix VII, p.12 & appendix IX), the PowerPoint presentation, was based on this
preference. The majority of them reported that they enjoy listening activities, while half of them
seem to be satisfied doing reading comprehension activities and planning their writing. Half of
them somewhat enjoy vocabulary drills and written quizzes, which are rather demanding at this
level. When it comes to the topics of interest, they all agreed on music, with human psychology
and crime also collecting the majority of the responses. It was then decided in class that these
three topics would be the ones that the projects would be about.
The third and last part of the questionnaire (see appendix IV, questions 15-16, pp.7-8)
investigated the students’ attitudes towards the productive skill of writing, as this is one of the
areas on which the researcher seeks to assess the impact of new technology tools. The results
indicate that more than half of the learners check both their typed and their handwritten work for
mistakes, while most of them also make a plan before beginning to write. These statements are
not entirely consistent with the teacher observations, according to which the same group hardly
ever plans and proofreads if it is not required by the task as a pre-writing and post-writing
activity respectively. It is also worth noting that the majority of them state their preference for
authentic tasks that have real purpose, as opposed to exam drills, and all of them deem English
writing lessons as instrumental to the improvement of their writing skill. However, half of them
indicate that they work on these skills to do well in the exam, and the other half dissociate the
writing lessons from exam purposes. We can also derive that they prefer typing texts to
handwriting, while many of them (67%) are confident about their writing skill. Regarding

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feedback issues, they want to receive it from the teacher and are not avert to receiving it by the
public- since most of them, as indicated by the data, are comfortable with sharing information in
the target language online, but the majority seem to be against peer feedback, being concerned
about the possibility of bad remarks. This could be attributed to the influence of peer pressure,
since they are all teenagers. Also, most of them agree that they can produce well-written texts
when collaborating with others. The last question (see appendix IV, p.8) addresses the
problematic areas in relation to the writing skill. They seem to be confident in their ability to
structure sentences and a text, develop ideas, use appropriate tone and style and their time
management. They sometimes face problems in aspects like punctuation choices, vocabulary,
clear expression of ideas, addressing the topic, revision and evaluation of their work. Few of
them indicated their struggling with vocabulary issues, punctuation, overall text organization,
expression of ideas for a topic and appropriate register. The instructor took these responses into
account, so that the learners who gave them should receive extra practice in the forthcoming
sessions.
3.3 Post-questionnaire findings
The post-questionnaire consisted of eight parts, including the introductive and the conclusive
sections. The first question (see appendix V, p.1) investigates to what extent the learners
acquired or honed certain higher-order thinking skills and new literacies. All of them agreed
on the suggestions that, as a result of their involvement in the two technology-assisted projects,
they can effectively locate information online and make use of hyperlinks to access hypermedia,
although they did not find the projects conducive to the improvement of their time-management
skills. The majority of them also stated that they could more easily critically evaluate, interpret
given information, but the ability to extract conclusions from it rather remained unchanged. All
of them reported on the improvement in their skills to locate and incorporate images in their
work and publicly present this work, while collaborating with others to conduct all of the above.
Two thirds of them also claimed that they could successfully categorise the information they
found and synthesize it to answer questions and complete tasks. Last, 67% of them maintained
that they felt confident about associating new and previous information, and all but one agreed
that adapting online content to their purposes and communicating answers to others via
technology tools were skills they became familiar with. It is also worth mentioning that few
reported using dictionaries and thesauri to refine their writing, which indicates that their
metacognitive skills may not have been developed yet.
The following section (see appendix V, p.2) aims at having learners reflect on their
WebQuest experience. It can be safely deduced that the learners felt that they improved their

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computer literacy skills as a result of their engagement with the said project and that their
overall experience was positive since they claimed to be willing to complete another WebQuest
in their future studies, since they unanimously agreed on these suggestions. The majority of
them also confirmed that the tasks were interesting and collaborating with their partners was
enjoyable. The same number of respondents concurred that they did not consider the WebQuest
to be time-consuming and did not have a preference for- the customary for their course needs-
exam-oriented tasks over it. A good percentage of them (67%) responded that they enjoyed the
end product of the project, namely the delivery of a presentation. Pertaining to the design and
the procedure of the project, all of them reported that they had some degree of difficulty
understanding the instructions and found the structure of the project somewhat confusing. This
is consistent with the teacher’s observations in class, according to which the learners requested
clarifications and further explanations multiple times after the initial presentation of the project.
The scaffolding design of the procedure confused them and it took considerable amount of effort
and time on their part to realize that the answers to the task would be combined in an end
product that would culminate the project. A possible explanation for this is that the specific
group of learners had not previously been exposed to a project of this scale. What is more, half
of the learners acknowledged that they did not follow the hyperlinks included in the WebQuest,
while all of them confirmed that they used resources of their own, with the majority of them
striving to decide on which resources to use. On this issue, despite the teacher’s insistence that
the guidelines be followed, the learners were reluctant to follow the suggested hyperlinks, with
some of them describing this action as ‘cheating’, presumably feeling that their work will be
more original if they explore the web themselves and choose their own sources. Last, most of
the learners claimed that they were distracted by the irrelevant websites during their research.
When it comes to the checklists, (see appendix V, question 3, p.2), half respondents stated that
they used them after finishing their work and while evaluating their classmates’ work. While not
reporting that they found the implementation of the checklist difficult, only a third of them
stated that they would like to be exposed to this way of assessment in the future.
The next section relates to the respondents’ blog experience (see appendix V, question 4,
p.3). They had to check the statements they deemed as true for them rather than assessing all the
statements. All of them reported that, following their blog project, their writing skills improved
and they might have a blog of their own in the future. The majority of them (83%) expressed
their eagerness to share their work and their assertion that their reading skills had improved. The
same proportion confirmed that they were not comfortable with peer-assessment, while half of
them stated that they had enriched their lexical repertoire.
Process writing was investigated in the following section, the fifth one (see appendix V,

MOTIVATION.
question 5, p.3). One of the important findings is that all students agreed that authenticity in
tasks is essential and that writing classes in advanced levels should not be limited to
accommodating exam purposes. It can also be inferred that sharing their work is not uncommon
for them, nor is it a cause of discomfort. All students considered their collaboration with their
partner to have been conducive towards improving their writing skills and for the majority it was
far from distracting. Overall, all of them felt that computer-assisted learning contributes to the
advancement of their writing skill. The following three questions (see appendix V, questions 6-
8, p.4) required that learners answer questions about their pre-writing and post-writing
techniques and their feedback preferences. Regarding the former aspect, the learners indicated
that they are aware of the need to brainstorm ideas before writing, but reading other texts to help
them generate ideas for their main points is not a practice of theirs. All of them indicated that
they are concerned whether their texts have appropriate content, language and style according to
the audience, but still the majority maintained that they did not evaluate their first draft, nor
produce a second one. Rather, they proceeded to compose the one product, the final draft. The
remaining ones who positively answered the said question reported that they produced two
drafts before the final one. Concerning the post- writing practices of the learners, all of them
asserted their ability to review their work before submission, checking for language mistakes on
their typed work, but only half of them reported doing so on their handwritten work. Last, with
reference to feedback, most of them seem to be comfortable with receiving it from the teacher
and the public (86% and 67% respectively), but are reluctant to be involved in peer- assessment,
similarly to their responses on the pre-questionnaire (see appendix IV, p.7), which indicates that
this preference has not changed. This is probably connected to their concern about accepting
negative feedback on their work, which they expressed in both questionnaires (see appendix IV,
p.7 & appendix V, question 8, p.4).
The goal of the sixth section of the questionnaire was to further explore the impact of the two
projects on the motivational levels of the learners (see appendix V, question 9, p.5). The data
suggests that all the learners participating in the study felt that using the computer for writing
and communication purposes will be important for their future career, essentially identifying
computer literacy as a 21st century skill. The feeling of satisfaction at a printed written product
and a sense of faster absorption of ideas when using the computer were also widely held, while
learners also asserted that they spent more time composing their typed text compared to the
handwritten equivalent. Last, an inclination towards experimentation with new technology in
education was communicated via the last statement of this question.
The very last section of the post-questionnaire was the one pertaining to the skills the
participants potentially acquired through the technology-assisted projects (see appendix V,

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question 10, p.5). All the learners appreciated enriching their critical and communication skills,
with all of them also stating their familiarization with presentations. Most of them also identified
the lexical knowledge, the summary skills and the preparation of presentations as skills in which
they detected changes. Half of them also pointed out that through the projects they acquired or
developed further their research and collaboration skills.
3.4 A Comparison of the Results of the Questionnaires
The aim of this section is to provide a brief comparison between the two questionnaires, the
pre-questionnaire that was administered before the WebQuest and the Blog project and the post-
questionnaire that was completed after them. Based on the learners’ answers on similar
questions, it is worth noticing the changes in their attitudes towards the use of technology in
exam EFL classes and blended learning in general, and the areas that remained unaffected.
Beginning with the positive changes, we may notice that synthesizing information to provide
answers to questions was a skill at which half the respondents previously felt somewhat
competent, whereas the post-questionnaire findings suggest that a bigger percentage of them felt
confident with the same skill. They also seem to have practised their manipulation of hyperlinks
to access hypermedia, since most of them formerly rated their competence level as average,
while afterwards all of them asserted their ability at this skill. The same applies to the act of
posting texts publicly, seeing that the learners had mostly deemed themselves as somewhat
successful at it, whereas, after the two technology assisted projects, their great majority felt a lot
more skilled when doing so. On another note, project work was considered to be highly
important by the majority of the respondents (67%), however, in the aftermath of the project
sessions, they all responded that they would be willing to complete another WebQuest in the
future. They all expressed the same desire with reference to the blog, while initially half the
learners considered it somewhat useful. This can be attributed to the fact that they had not been
actively involved with it by the time of the completion of the pre-questionnaire. Another aspect,
one related to the writing skill this time, seemed to attain more significance for the learners. The
vast majority of them attested that brainstorming ideas before writing is useful, whereas, before,
half of them found it somewhat useful. Proceeding with the improved areas, the seventh section
of the post- questionnaire (see appendix V, p.5) corresponded with the tenth question of the
needs analysis (see appendix IV, p.3) and referred to the skills that the learners expected to
develop and the skills they felt they had developed through the projects, respectively. It became
apparent, after the comparison of the findings, that the critical skills when researching were
expected by the majority of the correspondents to improve, which ultimately was the case, as all
of them claimed. The whole group also felt that their communication skills were positively
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affected, while only half of them had previously predicted thus. Their expectations of enriching
their lexical repertoire, promoting their collaboration skills and honing their presentation skills
were also met.
There are also certain changes in their attitude and competences, as they reported them,
which are worth discussing. To begin with, in the pre-questionnaire most of them had asserted
that they were very confident at locating information online (see appendix IV, question 9, p.3).
This level of confidence was lowered after the projects, maybe because their exposure to the
kind of research that is demanded for academic reasons is infrequent (see appendix V, question
1, p.1). There is a similar discrepancy in relation to the ability to follow instructions. Half of
them had declared in the needs analysis that they sometimes face problems of this nature, and,
indeed, the same percentage of people claimed to be having difficulty comprehending the
instructions of the WebQuest, which became slightly higher (67%) with specific reference to
following the WebQuest hyperlinks (see question 2 in appendix V, p.2). This difficulty can also
be attributed to the lack of familiarization with guided tasks such as the ones included in these
projects, on the part of the students. Another problematic area that the engagement in the
projects does not seem to have relieved is the students’ tendency to not revise their work or
produce second/ third draft before the final one (see appendix V, question 6, p.4). The inclusion
of checklists to provide a scaffolding element to the assessment process was not entirely
successful either, with one third using them as guidelines before writing and only half of them
using them to revise their work and their colleagues’ work (see appendix V, question 3, p.2).
Last, the learners seem to be worried about the negative feedback from their peers, which can be
explained by their age, or it can be surmised that the peer feedback process after the WebQuest
turned out to be more competitive and hence intimidating than expected by the researcher (see
appendix V, questions 3,6 pp. 2,4 respectively).
3.5 Conclusion
The third chapter of the current study examined the findings of the research, which were
derived from the answers that the participants provided in the pre-questionnaire (or needs
analysis), which was completed before the two computer-mediated projects, and the post-
questionnaire that was filled in after all the stages of the projects were finished. A comparison of
these findings followed, with the brief discussion of some interesting points that were raised.

MOTIVATION.
CHAPTER 4
DISCUSSION OF THE RESEARCH RESULTS
4.1 Introduction
The fourth chapter of this study further discusses the results that were presented in the
previous chapter in terms of the research questions that were posed in chapter two and
incorporates a number of conclusions to be drawn also via teacher observations throughout the
process. The implications of these findings for EFL will also be simultaneously explored, before
elaborating on the limitations that should be placed on the study given methodology and design
issues and some suggestions for further research.
4.2 WebQuest as a tool to enhance writing and collaborative skills

According to the data derived from the post-questionnaire that the learners completed, their
engagement with the WebQuest was quite conducive to the improvement of their writing skills
overall. They appreciated the authenticity of the tasks and the real-life purpose, which,
according to Harrison can advance the skills in question (2006) and felt that using the computer
to complete them made them better writers (see appendix V, question 5, p.3). Brainstorming
ideas and proofreading also appealed to them, which constitutes a significant shift in their
attitude, since, according to the teacher’s observations, most learners, even the high achievers of
the specific group, were not accustomed to producing a plan before beginning to write a text, nor
reviewing it before its submission (see appendix V, questions 6,7 p.4). They also seemed to take
an interest in the content, language and style they used, maybe as a result of the writing activity
being collaborative. Naturally, there were some areas that did not seem to improve so soon after
the implementation of the WebQuest. The students had not been familiar with the use of
checklists to help them guide their writing beforehand and assess themselves and their peers
afterwards, so a small number of them exploited them (see appendix V, question 3, p.2).
Regarding recursiveness in writing, as described by Pennington, the specific group, in its
majority, did not produce drafts before the final product (1996). The ones who did, corrected
their work after receiving clarifications from the teacher in their queries.
Turning to the aspect of collaboration, most learners confirmed that collaborating with their
peers was a positive experience and not a distracting factor, which prompted them to produce
quality texts (see appendix V, questions 2,5,10 pp. 2,3,5 respectively). They particularly
appreciated, to the teacher’s observations, the sense of belonging to a team and the exchange of
views that being in pairs offered. In the classroom, it was evident that they were highly engaged
in their research and note taking processes. They resorted to the teacher’s help mainly on matters
of clarification of the instructions or a reminder of following actions to take and hardly ever did
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they consult her on issues of language accuracy or content, which had been their primary
concerns during previous traditional essay-writing in class sessions. The collaborative nature of
this project, then, can be said to have promoted autonomy and to have inspired confidence to the
learners to assume responsibility for their learning and their performance. Interestingly enough,
the male student who struggles with dyslexia issues and is hardly ever on the spotlight, seemed
to be actively involved in the process with his partner, searching for information, which he
handled on a word processor on his smartphone. The boys’ presentation-as an end product- was
particularly informative and the impressive element was that, given the fact that they researched
on greek hip-hop music bands, they found information in the Greek language, which they
synthesized and recorded in the English language (see appendix VIII). In this case, the capability
of networked writing and technology tools to encourage collaboration and interactions was
instrumental in boosting the learners’ confidence.
4.3 Blogging as a tool to enhance writing and collaborative skills

The blog project followed the WebQuest and, admittedly, did not spark the same enthusiasm
the latter had. Still, it had a positive impact on the students’ performance and attitudes towards
EFL. In detail, they acknowledged that their writing skills improved, together with their
vocabulary knowledge and expressed the desire to create their own blog in the future (see
appendix V, question 4 p.3). The notion of sharing their written work appealed to most of them
and helped them see themselves as writers and contributors, rather than just readers of online
content, in agreement with the conclusions by Bloch (2007). Furthermore, the blog offers an
interface that allows for the use and presentation of elements such as visuals, video and
hyperlinks, essentially enabling diversified instruction. The particular group had the opportunity
to activate background schemata and generate ideas during the pre-writing stage through the act
of watching an episode of a popular series, which also added even more communicativeness and
authenticity to the process, leading to more motivated writers, besides the fact that they relished
the mere act of watching a part of a series in class However, the project was not without its
shortcomings, possibly due to it being a short-term engagement with a blog, as opposed to the
class devoting enough time to possibly create an online portfolio. Specifically, the learners,
being inexperienced with the use of checklists, used them only superficially and after the
instructor’s prompting to facilitate their planning stage, and self-assessment and peer-assessment
practices. They reported to be willing to evaluate their work but not the work of others, and they
were barely eager to receive feedback from their classmates (see appendix V, question 4 p.3).
With reference to the feedback issue, a peer-feedback session transpired in class, during which
the learners evaluated the other groups’ work based on printed-out checklists. It sparked a level

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controversy, as some learners took to heart the descriptive assessment of their performance by
the other learners. Feedback exchange has been considered to be instrumental to enhancing the
learners’ social and interpersonal skills, with a positive impact on their writing skills; however,
the researcher’s expectations on this matter were not met.
Similarly to the WebQuest findings, the collaboration aspect of blogging evidently had a
positive impact on the learners’ attitude. The tasks were mainly individual (complying with their
preference in the needs-analysis, see appendix IV, question 12, p.4), however, they were asked
to work together while researching for their assignment, and also were instructed to place
comments on each other’s BlogSpot, after discussing it online to clarify any confusing areas.
When it comes to the latter, they mostly desired to not offend each other, but they maintained
also the need to explore their relationships with themselves, others and the world around them
through networking, while learning to conform to the rules.
Overall, the two digital writing projects encouraged the learners to be involved in a process
where they exploited cooperative learning strategies while applying their thinking and reflection
skills (Fogarty & McTighe, 1993). It was a step towards acquiring HOTs, experimenting with
different assessment methods and learning how to be autonomous learners.
4.4 Blogging and Webquests towards promoting the acquisition of New Literacies
Prior to the study, the main aim of the advanced class that participated in it had been to
improve their foundational literacies so that they may achieve high scores in a proficiency test.
Thus, they enriched their knowledge in the grammar, syntax and vocabulary of the target
language, practiced their inferential reasoning and their comprehension and so on. Through the
completion of the WebQuest and the Blog project they were systematically exposed to the new
literacies and, to some extent, explored the demands that the 21st century society, academic and
business world will raise on them in the years to come. Starting with the information literacy,
most of the students were very confident in their ability to locate and select information when
reading online texts before the projects took place. After their completion, they described their
ability as satisfactory, from which we can infer that, not having been subjected to organised
activities of this type before, they had to reassess this ability after they experienced the grade of
its difficulty (see appendices IV&V, questions 9, 1 in pp.3, 1 respectively). This is also
corroborated by their reporting that they can somewhat draw conclusions from the information
(see appendix V, question 1, p.1). A safe deduction can, then, be that the two projects revealed
to the students the academic demands associated with the research skills and helped towards
their strengthening. To continue with, in relation with the media literacy, the one associated
with the critical analysis of news and other kinds of information, the participants seemed to
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consider their critical skills improved (see appendices IV&V, questions 9, 10 in pp.3, 5
respectively). According to the teacher’s observations, most of them did exert their critical
skills to some extent when selecting information, oftentimes rejecting the validity of a news
item or using their background knowledge to evaluate others. This selective process had a
novelty feature for them, as far as their EFL lesson is concerned, that is, and they appeared to
acquire a sense of accountability for their choices on the one hand and a sense of pride on the
other hand, when presenting their chosen information. The third literacy to be discussed is the
digital literacy, connected with the ability to use the Internet, computers and the social media.
Mostly, the students reported an average level of familiarity with the use of the computer, while
some of them expected to improve the relevant skills (see appendix IV, questions 9-10, p.3).
When it comes to the use of the Internet, they rated their skills to search for information, post
texts on virtual spaces and communicate with others in the digital world as being higher. This
can naturally be explained by the fact that, nowadays, the dominance of the smart phones and
their user-friendly software has rendered the skills in question quite easily attainable. In the post
questionnaire, all of them appreciated the use of the computers for writing and communication,
as being indispensable for their future career, but only few thought of their text construction
skills as improved. On the contrary, they did feel that they thrived at improving their
presentation skills (see appendix V, questions 9-10, p.5). According to the teacher’s
observations, half of them indeed had difficulty when using the computer for writing, editing
and sharing texts. In the first steps of the whole process, for instance, a good percentage of them
had to resort to transferring their work in a removable storage device (usb) after failed attempts
to use the Google documents and share via email the generated link. However, they soon
became more confident and even self- satisfied with their newly acquired technology knowledge
and the exploitation of the features of their smart devices. The next topic of discussion is the
visual literacy, the acquisition of which was rather enjoyable to most students, with the
selection, ordering and display of images and verbal elements on the screen for the purposes of
their presentation occupying a considerable amount of their time (Kress, 2003). The two boys, in
particular, (see appendix VIII, pp.1-20) ascribed to it a high value, almost equivalent to their text
composition. According to the post questionnaire data, all of them felt capable to find and use
images in their project (see appendix V, question 1, p.1). The community literacy follows, with
emphasis on the critical, theoretical and social skills that are required to contribute to the
students’ willingness to share their products of expression (Rheingold, 2008). The results of the
needs analysis and the post-questionnaire indicate that most learners already were comfortable
with sharing information online before proceeding with the projects, at the end of which all of

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them declared their confidence in their ability to present text information publicly (see appendix
V, question 1, p.1) (Lankshear & Knobel, 2003).
4.5 To what extent do Blogging and WebQuests increase the intrinsic motivation of learners?
The particular group’s motivational levels can be positively said to have increased, based on
the post- questionnaire (see appendix V, question 9, p.5) and the teacher’s observations. All of
them reported recognizing the contribution of using technology in writing to achieving
communication goals and developing 21st century skills that will prove highly valuable to them
in their academic and professional career. The male learners, in particular, as was mentioned in
the previous chapter, presented an impressive transformation. They had previously been highly
unmotivated to complete their exam-based homework or individually study for the need of the
course. From the very beginning of the project cycles, though, they became involved and
produced more and better writing. The WebQuest especially inspired them to display their
knowledge and preferences on the topic of music and, during their final presentation, their
intrinsic satisfaction of their accomplishment was evident. Their enthusiasm weakened
afterwards, in the blog sessions, but they still decisively voiced their preference for the latter to
the traditional lessons of the course, which they later on attended with the same lack of
motivation as previously. The rest of the learners seemed to mostly be making efforts to rise to
the challenge, and the two females who were previously quite unfamiliar with digital writing
and sharing appeared to be feeling quite empowered with their newfound skills.
Overall, the use of technology tools did offer the opportunity to the learners to work
collaboratively and become more creative and more independent in their learning, which in turn
gave them more confidence in their abilities and encouraged them to view learning as an
ongoing and lifelong process.
4.6 In which ways can a blended learning environment with the integration of the new tools be
effective towards serving the purposes of exam-oriented classes?
The exam-oriented classroom is heavily burdened with activities that practise the
foundational literacies of the learners and is often quick-paced, not allowing enough time for the
new information to be assimilated properly. This can be stressful for the learners and the
instructor alike, and demoralise both. The combination of face-to-face tuition with online
teaching methods and process-oriented PBL-based activities can bring forward both the
realization of the teaching goals pertaining to exam success and also higher motivation and
learner’s preparation to meet the demands of the 21st century linguistically and academically. It
would be rather futile in our days to exert considerable effort so that students acquire excellent
MOTIVATION.
reading comprehension skills, but fail to provide them with an environment in which they can
practise creating, critiquing and evaluating multimedia texts or attending to the ethics required
by online environments. It can be further argued that the proficiency exam classes seem to be
ideal contexts for such integrational techniques, since the latter can alleviate the stress and also
the learners already possess most, if not all the skills at a high level. This possibly renders the
efforts of acquisition of the new skills more successful.
For the learners to successfully reap the benefits of such a teaching method, it would be
preferable if technology-based projects were to be integrated into the year planning of the exam
class, with the first sessions aiming at familiarizing the learners with the practical aspects of the
utilization of the technology tools, so that they can easily handle them and even assume
responsibility for finding on their own new tools and practices that can be applied to their EFL
learning.
4.7 Research restraints and limitations
In the present case study the number of students who participated was small, with only six
students executing the two projects and turning in the questionnaires. Thus, the reliability and
validity of the study can be fortified by the triangulation of the data, with the questionnaires
being analysed and cross-examined with the observations and notes of the teacher. Alternatively,
the teacher can conduct interviews in order to record the students’ thoughts on each stage of the
study, with the purpose of gaining deeper insight into the impact of the tools on their
performance and attitude. What is more, the two projects were complete, yet they were
conducted during a short period of time and lessons of a different nature (exam-oriented) also
intervened with the procedure. To validate the results, the instructor will, in a possible future
study, carry out official interviews with the opinions and attitudes of the learners being recorded,
to ensure that the responses in the questionnaires are accurate.
4.8 Recommendations for further research
A few suggestions can be proposed for further research. First of all, taking into consideration
the research findings, it would be helpful if further light were to be shed into ways to help
learners benefit from the positive impact of the checklists as an assessment tool and also
methods to familiarize the adolescent ones with the exchange of peer feedback. What is more, it
would be enlightening as to the validity of the current research results if a similar study were to
draw conclusions from more different classes of the same context, and possibly to last for an
academic year, as CALL is more effective towards raising the motivational levels if it is
absolutely integral to the class (Warschauer, 1996).

MOTIVATION.
4.9 Conclusion
Chapter four investigated the extent to which blogging and WebQuests can improve the skill
of writing and the collaborative skills of the learners, while incorporating the instruction of new
literacies, and thus increasing their intrinsic motivation. Also, the ways a blended learning
environment can be constructive and serve the needs of an exam-oriented EFL class were
suggested. The chapter concluded with references to the research limitations and
recommendations for further studies into the linguistic issues in question.
CONCLUSION
The present case study explored the use of blogs and webQuests in an exam EFL class, in
order to draw some conclusions as to how to enrich an advanced level syllabus with technology-
based educational tools with the purpose of promoting new literacies and Higher Order Thinking
skills, endowing the students with the necessary skills for lifelong learning.
The first chapter provided an overview of the theoretical underpinnings behind the terms of
blended learning, new literacies, HOTs, digital writing and the motivational aspects of computer
assisted learning. Naturally, some of the theory surrounding the tools was subsequently
discussed. The second chapter provided the research context, beginning with the research
questions and context, to continue with an analysis of the research methodology, the tools that
were employed and the procedure that was followed. The third chapter was a presentation of the
data stemming from the analysis of the two questionnaires and their comparison. The last
chapter, on the basis of the findings of the previous one, attempts to provide answers to the
research questions, as presented in the second chapter.
Two projects were designed for the needs of the present study. The first one to be conducted
was a WebQuest and the second was a blog-based one. Prior to the completion of the first
project, the learners filled in a pre-questionnaire that included a needs-analysis section, to
investigate their attitudes towards technology in the classroom and their perceptions of their
competences. After the completion of the blog, they provided their responses to a post-
questionnaire that sought to identify the impact of the use of these two tools on the learners’
attitudes and abilities. The questionnaires were then compared and, combined with the teacher’s
observation notes, produced some results and conclusions, which, however, are tentative and
await confirmation from further research, given the fact that the study was a small-scale one.
The study lends support to a number of propositions, the first of which being that the
collaborative digital writing reduces the affective filter and instils confidence to the learner to
produce more and better texts. Overall, the use of technology for academic purposes seemed to
MOTIVATION.
be motivational and the learners were not daunted by the fact that they were unaware of certain
practical aspects of its use. It is necessary, and a challenge at the same time, then, for the
teachers to familiarize their classes with the new skills and the basic practical knowledge that
will help their learners acquire them. Thus, the classroom can be the place where the skills of
communication, sharing, synthesis and solving problems can be the focus, allowing for critical
and reflective thinking (Rudd, 2007). Moreover, the teachers of exam EFL classes might have to
consider revisiting their assessment practices and rendering the students acquainted with more
descriptive ways of self and peer assessment, since it is unavoidable in the global society we live
in. As regards the tools, the WebQuest seemed to be very much appealing to the learners,
although they hardly used the proposed hyperlinks, preferring the ones they themselves found to
them. The end product, the PowerPoint presentation that included all the contributions the tasks
demanded was, apparently, a means for them to display their knowledge in a way that they
enjoyed. The blog project required that they create a post, responding to a writing task and also
comment on their peers’ posts, using the checklists as their criteria list for both the creation and
the feedback. Admittedly, they were confused with the checklists and most of them merely
produced a piece of writing answering the task, possibly having the time constraints to account
for that.
Further research in the area of the use of technology in advanced exam-oriented adolescent
classes is necessary, preferably over a longer period of time and with a larger number of
participants. It is worth attempting to equip the future active citizens with all the academic skills
and critical thinking that will be absolutely essential for them in the years to come.

MOTIVATION.
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MOTIVATION.
https://www.interviewmagazine.com/music/new-again-no-doubt
https://www.youtube.com/watch?v=hx3d7IWaZ-c&frags=pl%2Cwn
https://www.biography.com
https://www.google.com/search?client=safari&rls=en&q=collateral+plot&ie=UTF-8&oe=UTF-
8
https://www.ted.com/talks/jon_ronson_strange_answers_to_the_psychopath_test
https://www.ted.com/talks/w_keith_campbell_the_psychology_of_narcissism#t-106169
https://www.ted.com/playlists/171/the_most_popular_talks_of_all
https://www.ted.com/talks/julian_treasure_how_to_speak_so_that_people_want_to_listen?referr
er=playlist-the_most_popular_talks_of_all
https://craigyoung2013.files.wordpress.com/2015/02/writing-a-film-review-checklist.pdf
https://www.uts.edu.au/sites/default/files/presentation_checklist_0.pdf
http://www.angelfire.com/hi5/interactive_learning/FreeWebLessons/a_quick.htm
Commission on Science Education of the American Association for the Advancement of

Science
https://www.aaas.org/archives/commission-science-education

MOTIVATION.
APPENDIX I
THE USE OF BLOGS AND WEB-QUESTS IN EFL EXAM CLASSES TO
IMPROVE WRITING SKILLS AND PROMOTE HIGHER-ORDER THINKING
SKILLS: Pre-questionnaire
The purpose of the following questionnaire is to investigate:
1. The attitudes of advanced level students towards the use of technology in exam classes
2. Their interests and preferences for activities, topics, modes of work
3. Their attitudes towards the skill of writing
This survey consists of three parts. You do not need to state your name.
You can choose whichever answer is true for you. Your answers will help your language school
to plan your lessons according to your needs.
The attitudes of advanced level students towards the

use of technology in exam classes
To what extent does the use of technology in advanced classes motivate students
and promote learning?
Have you ever used computer technology for the purposes of your English
language course (either in the classroom or at home)? *
Mark only one oval.
 Yes
 No
If yes, for which of the following purposes did you use it? *
Check all that apply.
 to look up words in a dictionary
 to write a text using a word processor
 to look up information on the internet
 to use a presentation tool
 to watch a video online
 to communicate with classmates/the instructor via social media, e-mail etc
 to download material sent by the teacher
 to upload required material
 Other:
Which of the following tools would you find useful in a learning context? *
 Word processor
 Power Point/ Google slides
 Email
 Search engines (e.g. Google, Yahoo)
 Social media (e.g. Facebook, Messenger)
 You-Tube
 Virtual spaces (e.g. blogs, wikis)
 Online dictionaries
 Interactive whiteboard
MOTIVATION.
 Other:
How do you expect to use computers in the English language classroom? *
Mark only one oval.
 As the only learning tool
 As a tool used in combination with traditional learning methods
 As an addition to make lessons more interesting now and then
How useful do you find the INTERNET in your learning? *
Mark only one oval.
1 2 3 4
not at all useful a lot useful

How useful do you find BLOGGING in your learning? *
Mark only one oval.
1 2 3 4

How useful do you find PROJECT WORK in your learning? *
Mark only one oval.
1 2 3 4

How would you rate your computer skills? *
Mark only one oval.
1 2 3 4
not at all efficient very efficient
How competent are you in the following computer skills?

Mark only one oval per row.
not at not so a
somewhat
all much lot
I can write a text using the keyboard
I can create a word document and edit it using the
tools available
I can create Power Point documents
I can open and save documents and files
I can use search engines (e.g. Google, Yahoo)
efficiently in order to find and select information
and pictures
I can make use of hyperlinks to access hypermedia
I can communicate with other people through my
computer (e.g. email, facebook, forums, etc)
I can post texts on virtual spaces (e.g. blogs, wikis)
I can post pictures, sounds or videos on virtual
spaces
I can locate appropriate information while reading
online texts
I can follow guidelines on a web-based project
MOTIVATION.
not at not so a
somewhat
all much lot
I can synthesise information from different web
sources to create a text of my own
I can provide a reference list
I can download material
I can upload material
I can use removable storage devices
Which of the following do you expect to improve after being involved in a computer-
mediated project? *
o I will be able to skim and scan online texts more efficiently (research and reading
skills)
o I will improve my critical skills when selecting appropriate information from online
texts (research and reading skills)
o I will produce well structured texts on the computer, avoiding grammar,
vocabulary and spelling mistakes. (construction)
o I will be more capable of communicating online with others (communication)
o I will feel more confident addressing large online audiences (construction and
communication)
o I will become more familiar with the conventions of computer mediated
communication (construction and communication)
o I will be able to work as part of a team and collaborate with the other members
(collaboration skills)
o I will enrich my topic vocabulary range.
o I will be able to summarise long, demanding texts
o Other:
Students' interests and preferences for activities, topics,

modes of work
What helps you learn english best? *
 When I attend my teacher’s presentation in class
 When I work individually in class
 When I work as part of a group in class
 When I work with a classmate of mine (pair work)
 When I study on my own at home
 When I study at home, with the aid of another person (a parent, an older sibling, a
friend etc)
 When I watch videos
 When I listen to music
 When I play computer games
 When I surf the Internet
 When I communicate with foreign people
 When I receive comments and feedback from others
 When I deal with authentic material
 When I use my knowledge to address real-world problems
MOTIVATION.
 When I combine new knowledge with previous knowledge to achieve a purpose

 Other:
How do you like working in the classroom? *
Mark only one oval.
 Individually
 In pairs
 In groups
 other
To what extent do you enjoy the following activities during your English lesson?
Not at A
Somewhat Fairly
all lot
Grammar drills
Vocabulary activities
Reading comprehension
Writing in class
Planning writing
Conversation with classmates in English
Listening
Written quizzes
Oral quizzes
Other activities
Making presentations
Attending presentations
Looking up information online
Which topics below would you like to work on to improve your english skills? *
 Studies/ Education
 Science
 Constructions (houses, buildings, bridges etc.)
 Family
 Animals
 Nature and the Environment
 Fashion
 Food
 History
 Mythology
 Literature
 The Arts
 Human relationships
 Human psychology
 Celebrations/ Festivals
 Travelling
 Computers
 Video games
 Music
 Cinema/ movies
 Sports
MOTIVATION.
 Famous people
 Superstition (ghosts, spirits and other spooky stuff)
 Unexplained mysteries (aliens, bermuda triangle etc)
 Space
 Crime- Illegal activities
 Current events
 Hobbies
 Other:
Students' attitudes towards the skill of writing

To what extent do you agree with the following statements?
strongly strongly
disagree agree
disagree agree
English writing lessons will help me
write good essays
English writing lessons will help me
improve my overall writing skills
I work on my english writing skills for
exam purposes
In exam classes, students should practice
writing only to perform well in the exam
I am confident about my writing skills in
english
I prefer writing english texts by hand on
paper
I prefer writing english texts using a
word processor tool
I check for any language mistakes before
delivering my handwritten work
I check for any language mistakes before
delivering my typed work
I make a plan before I start writing a text
I like it when people read my written
work
I prefer to be given feedback by the
teacher
I prefer to be given feedback by the
public
I prefer to be given feedback by my
classmates
I am worried about negative feedback on
my written work
I can produce well-written texts in
collaboration with a team
I feel comfortable with sharing
information in english on the internet
I prefer to write in english for real
purposes rather than for exam purposes
MOTIVATION.
strongly strongly
disagree agree
disagree agree
Row 19
With regard to written assignments, how often do you have problems with these
skills?
Very
Sometimes Never
often
Using correct punctuation and spelling
Structuring sentences
Using appropriate vocabulary
Organising paragraphs
Organising the overall assignment
Expressing ideas appropriately
Developing ideas
Expressing what you want to say clearly
Addressing topic
Using appropriate tone and style
Following instructions and directions
Evaluating and revising your writing
Overall writing ability
Completing written tasks (e.g. exams, tests) within the
time available

MOTIVATION.
APPENDIX II
THE USE OF BLOGS AND WEB-QUESTS IN EFL EXAM CLASSES TO
IMPROVE WRITING SKILLS AND PROMOTE HIGHER-ORDER THINKING
SKILLS: Post-questionnaire
New Literacies/ Higher Order Thinking Skills

As a result of your project work, to what extent can you now...? *
Not at A
Somewhat Fairly
all lot
locate information online?
categorise the information?
interpret the information?
interrelate new pieces of information with
previous ones?
draw conclusions from the information?
critically evaluate the usefulness of this
information?
synthesise information to answer questions?
adapt online content?
find and use images in your project?
make use of hyperlinks to access hypermedia?
communicate answers to others?
collaborate with others to do the above?
use technological tools for your purposes?
present publicly text information?
organise your time effectively?
use dictionaries and thesauri to refine the texts
you produce?
The WebQuest Experience

The purpose of this section is to investigate the attitudes of learners towards
WebQuests after their participation in the project.
Do you agree with the following statements? *
YES NO SOMEWHAT
I found the WebQuest tasks interesting
I had difficulty understanding what I had to do
I enjoyed collaborating with my partner
The structure of the WebQuest was confusing
I improved my computer skills through working with the
WebQuest
I followed the hyperlinks included in the WebQuest

MOTIVATION.
YES NO SOMEWHAT
I found resources on my own
I could not easily decide on which resources to use
I enjoyed delivering a presentation
I was distracted by irrelevant websites while searching
I found the WebQuest was too time-consuming
I prefer the exam-oriented tasks to the WebQuest
I would like to complete another WebQuest in the future
CHECKLISTS- Choose the ones that are true for you *
 I used the checklists before producing my work
 I used the checklists after finishing my work
 I used the checklists when evaluating my classmates' work
 Using the checklists was difficult
 Using the checklists was easy
 I did not use the checklists
The Blog Experience

The purpose of this section is to investigate the attitudes of learners towards
blogging after their participation in the blog project.
Check the boxes of the statements you agree with *
 I liked working on the blog
 It is time-consuming to write comments on the blog
 I like commenting on my classmates' work on the blog
 I liked sharing my work
 I felt comfortable with others commenting on my work
 My reading skills improved
 My listening skills improved
 My speaking skills improved
 My writing skills improved
 My grammar knowledge improved
 My vocabulary knowledge improved
 I used the writing checklists BEFORE writing
 I used the writing checklists BEFORE commenting on the work of others
 I did not use the checklists
 Assessing the others was difficult
 I ignored my classmates' comments
 I found the comments I received useful
 I may make a blog of my own in the future
Process Writing
This section investigates the changes in the learners' attitudes towards the skill of
writing after they have completed the WebQuest and the Blog project.
To what extent do you agree with the following statements? *

MOTIVATION.
strongly strongly
disagree agree
disagree agree
In exam classes, students should
practice writing only to perform
well in the exam
I prefer to write in english for real
purposes rather than for exam
purposes
Authentic tasks are not interesting
I am confident about my writing
skills in english
I feel comfortable with sharing
information in english on the
internet
I like it when people read my
written work
I can produce well-written texts in
collaboration with a team
Collaborating distracted me from
seeking information
The use of computers improved
my writing skills
BEFORE/ WHILE WRITING *
YES NO
Brainstorming ideas before writing is useful
Looking at other texts to determine my main points is useful
I care about the content of my texts
I evaluated my first draft
I produced a second draft
I produced a final draft
I didn't care about fitting my content to my audience
I care about the language I use being correct
AFTER WRITING *
YES NO
I check for any language mistakes before delivering my handwritten
work
I check for any language mistakes before delivering my typed work
I can now review my written work before submitting it
FEEDBACK *
YES NO
I prefer to be given feedback by the teacher
I prefer to be given feedback by the public
I prefer to be given feedback by my classmates
I am worried about negative feedback on my written work

MOTIVATION.
Motivation
To what extent do you agree with these statements? *
Not at A
Somewhat Fairly
all lot
Using the computers for writing is important
for my future career
Using the computers for communication is
important for my future career
I enjoy tasks more when I can print out my
work
I feel that I learn fast when using the computer
I spent more time writing on the computer
compared to writing in hand
I don't like experimenting with new technology
tools in my studies
Computer-assisted learning
This section investigates the changes in the learners' confidence while using
computers as a part of their studies
Which of the following do you think you improved after being involved in two
computer-mediated projects? *
 skimming and scanning online texts more efficiently (research and reading
skills)
 My critical skills when selecting appropriate information from online texts
(research and reading skills)
 Producing well structured texts on the computer, avoiding grammar,
vocabulary and spelling mistakes. (construction)
 Communicating online with others (communication)
 Confidence when addressing large online audiences (construction and
communication)
 Becoming more familiar with the conventions of computer mediated
communication (construction and communication)
 Working as part of a team and collaborating with the other members
 My topic vocabulary range
 Summarising long, demanding texts
 Preparing powerpoint- type presentations
 Delivering powerpoint- type presentation
Thank you so much for your responses!

MOTIVATION.
APPENDIX III
Global scale - Table 1 (CEFR 3.3):
Common Reference levels
It is desirable that the common reference points are presented in different ways for different
purposes. For some purposes it will however be appropriate to summarise the set of proposed
Common Reference Levels in a holistic summarized table. Such a simple ‘globalʼ representation
will make it easier to communicate the system to non-specialist users and will provide teachers
and curriculum planners with orientation points.
PROFICIENT USER
C2
Can understand with ease virtually everything heard or read. Can summarise information from
different spoken and written sources, reconstructing arguments and accounts in a coherent
presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating
finer shades of meaning even in more complex situations.
C1
Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can
express him/herself fluently and spontaneously without much obvious searching for expressions.
Can use language flexibly and effectively for social, academic and professional purposes. Can
produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organizational patterns, connectors and cohesive devices.
INDEPENDENT USER
B2
Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialisation. Can interact with a degree of fluency and
spontaneity that makes regular interaction with native speakers quite possible without strain for
either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint
on a topical issue giving the advantages and disadvantages of various options.
B1
Can understand the main points of clear standard input on familiar matters regularly encountered
in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an
area where the language is spoken. Can produce simple connected text on topics which are
familiar or of personal interest. Can describe experiences and events, dreams, hopes &ambitions
and briefly give reasons and explanations for opinions and plans.
BASIC USER
A2
Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, local geography,
employment).Can communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar and routine matters. Can describe in simple terms aspects
of his/her background, immediate environment and matters in areas of immediate need.
A1
Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and
answer questions about personal details such as where he/she lives, people he/she knows and
things he/she has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.

MOTIVATION.
APPENDIX IV
THE USE OF BLOGS AND WEB-QUESTS INEFL EXAM CLASSES TO IMPROVE WRITING
SKILLS AND PROMOTE HIGHER-ORDER THINKING
SKILLS: Pre-questionnaire
The purpose of the following questionnaire is to investigate:
1. The attitudes of advanced level students towards the use of technology in exam
classes
2. Their interests and preferences for activities, topics, modes of work
3. Their attitudes towards the skill of writing
This survey consists of three parts. You do not need to state your name.
You can choose whichever answer is true for you. Your answers will help your language
school to plan your lessons according to your needs.
The attitudes of advanced level students towards the use of

technology in exam classes
To what extent does the use of technology in advanced classes motivate
students and promote learning?
1. Have you ever used computer technology for the purposes of your English language
course (either in the classroom or at home)? *
Yes 6
No 0
2. If yes, for which of the following purposes did you use it? *
to look up words in a dictionary 6

to look up information on the internet 6
to communicate with classmates/the instructor via social media, e- 5
mail etc
to use a presentation tool 4
to watch a video online 4
to download material sent by the teacher 3
to upload required material 2
to write a text using a word processor 1
3.Which of the following tools would you find useful in a learning context?

MOTIVATION.
Power Point/ Google slides 5

Email 5
Social media (e.g. Facebook, Messenger) 3
You-Tube 3
Interactive whiteboard 3
Online dictionaries 3
Word processor 2
Search engines (e.g. Google, Yahoo) 2
Virtual spaces (e.g. blogs, wikis) 1
Other: 1
4. How do you expect to use computers in the English language classroom?

As a tool used in combination with traditional 5
learning methods
As an addition to make lessons more 1
interesting now and then
As the only learning tool 0
5. How useful do you find the INTERNET in your learning? *

somewhat useful 3
a lot useful 3
6. How useful do you find BLOGGING in your learning? *

not really useful 3
7. How useful do you find PROJECT WORK in your learning? *
somewhat useful 4
a lot useful 2
8.How would you rate your computer skills?

somewhat efficient 4
very useful 2

MOTIVATION.
9. How competent are you in the following computer skills?
I can write a text using the keyboard Highly

I can communicate with other people through my computer Highly
(e.g.email, facebook, forums, etc)
I can create Power Point presentations Highly
I can open and save documents and files Highly
I can use search engines (e.g.Google, Yahoo) efficiently in order to find and select Highly
information and pictures
I can post texts on virtual spaces (e.g. blogs, wikis) Highly
I can post pictures, sounds or videos on virtual spaces Highly
I can locate appropriate information while reading online texts Highly
I can follow guidelines on a web- based project Highly
I can upload material Highly
I can use removable storage devices Fairly
I can synthesise information from different web sources to create a text of my own Fairly
I can provide a reference list Fairly
I can download material Fairly
I can create a word document and edit it using the tools available Fairly
I can make use of hyperlinks to access hypermedia Fairly
10. Which of the following do you expect to improve after being involved in a computer-
mediated project? *
I will enrich my topic vocabulary range 5

I will improve my critical skills when selecting appropriate information from online 5
texts (research and reading skills)
I will produce well structured texts on the computer, avoiding grammar, vocabulary and 4
spelling mistakes (construction)
I will be more capable of communicating online with others (communication) 3
I will be able to summarise long, demanding texts 3
I will be able to work as part of a team and collaborate with the other members 3
I will become more familiar with the conventions of computer mediated communication 2
(construction and communication)
I will be able to skim and scan online texts more efficiently (research and reading skills) 2
I will feel more confident addressing large online audiences (construction and 2
communication)

MOTIVATION.
Students' interests and preferences for activities, topics,

modes of work
11. What helps you learn english best? *
When I attend my teacher’s presentation in class 5

When I listen to music 4
When I surf the Internet 4
When I combine new knowledge with previous knowledge to achieve a purpose 4
When I study on my own at home 3
When I watch videos 3
When I work as part of a group in class 3
When I communicate with foreign people 3
When I deal with authentic material 2
When I play computer games 2
When I use my knowledge to address real-world problems 2
When I work individually in class 1
When I work with a classmate of mine (pair work) 1
When I receive comments and feedback from others 1
When I study at home, with the aid of another person (a parent, an older sibling, a friend 0
etc)
12. How do you like working in the classroom? *
Individually 3
In groups 2
In pairs 1
13. To what extent do you enjoy the following activities during your English lesson?
The answers that are mentioned are the ones most students selected.
Not at all Somewhat Fairly A lot

Grammar drills A lot
Writing in class A lot
Conversation with classmates in A lot
Oral quizzes A lot
Making presentations A lot
Attending presentations A lot
Looking up information online A lot
Planning writing Fairly- A lot
Other activities Fairly- A lot
English Fairly
Listening Fairly
Reading comprehension Somewhat- Fairly
Written quizzes Somewhat
MOTIVATION.
Vocabulary activities Somewhat
14. Which topics below would you like to work on to improve your English skills? *
Music 6
Crime- Illegal activities 4
Human psychology 4
Superstition (ghosts, spirits and other spooky stuff) 3
Unexplained mysteries (aliens, bermuda triangle 3
etc)
Space 3
Fashion 2
Food 2
Cinema/ movies 2
Sports 2
Studies/ Education 2
Computers 2
Human relationships 1
Video games 1
Literature 1
The Arts 1
Famous people 1
History 1
Hobbies 1
Science 1
Mythology 0
Celebrations/ Festivals 0
Travelling 0
Current events 0
Constructions (houses, buildings, bridges etc.) 0
Family 0
Animals 0
Nature and the Environment 0
Students' attitudes towards the skill of writing

15. To what extent do you agree with the following statements?
I check for any language mistakes before delivering my handwritten work Strongly agree
I check for any language mistakes before delivering my typed work Strongly agree
I prefer to be given feedback by the teacher Strongly agree
Agree

MOTIVATION.
I feel comfortable with sharing information in English on the Internet Strongly agree
Agree
I am confident about my writing skills in English Agree
I prefer writing English texts by hand on paper Agree
I prefer writing English texts using a word processor tool Agree
I make a plan before I start writing a text Agree
I prefer to be given feedback by the public Agree
I can produce well-written texts in collaboration with a team Agree
English writing lessons will help me write good essays Agree
English writing lessons will help me improve my overall writing skills Agree
I like it when people read my written work Agree
Disagree
I work on my English writing skills for exam purposes Agree
Disagree
In exam classes, students should practice writing only to perform well in Disagree
the exam
I prefer to be given feedback by my classmates Disagree
Strongly disagree
I am worried about negative feedback on my written work Strongly disagree
16. With regard to written assignments, how often do you have problems with these skills?
Using correct punctuation and spelling Sometimes

Using appropriate vocabulary Sometimes
Developing ideas Sometimes
Expressing what you want to say clearly Sometimes
Addressing topic Sometimes
Evaluating and revising your writing Sometimes
Organising paragraphs Sometimes
Never
Structuring sentences Sometimes
Never
Following instructions and directions Sometimes
Never
Overall writing ability Sometimes
Never
Completing written tasks (e.g.exams, tests) within the time available Never
Using appropriate tone and style Never
Organising the overall assignment Never
Expressing ideas appropriately Never

MOTIVATION.
APPENDIX V
THE USE OF BLOGS AND WEB-QUESTS IN EFL
EXAM CLASSES TO IMPROVE WRITING SKILLS
AND PROMOTE HIGHER-ORDER THINKING
SKILLS: Post-questionnaire
New Literacies/ Higher Order Thinking Skills
1. As a result of your project work, to what extent can you now...? *
critically evaluate the usefulness of this information? Effectively

present publicly text information? Effectively
find and use images in your project? Effectively
make use of hyperlinks to access hypermedia? Effectively
categorise the information? Fairly
interpret the information? Fairly
synthesise information to answer questions? Fairly
adapt online content? Fairly
communicate answers to others? Fairly
collaborate with others to do the above? Fairly
use technological tools for your purposes? Fairly
locate information online? Fairly
interrelate new pieces of information with previous ones? Fairly
draw conclusions from the information? Somewhat
organise your time effectively? Somewhat
use dictionaries and thesauri to refine the texts you produce? Somewhat
The WebQuest Experience

The purpose of this section is to investigate the attitudes of learners towards WebQuests after their
participation in the project.
2. Do you agree with the following statements? *

I found the WebQuest tasks interesting Yes
I found resources on my own Yes
I enjoyed collaborating with my partner Yes
I improved my computer skills through working with the WebQuest Yes
I enjoyed delivering a presentation Yes
I would like to complete another WebQuest in the future Yes
I was distracted by irrelevant websites while searching Yes
I had difficulty understanding what I had to do Yes
Somewhat
I could not easily decide on which resources to use Yes
MOTIVATION.
Somewhat
No
The structure of the WebQuest was confusing Somewhat
I found the WebQuest was too time-consuming No
I prefer the exam-oriented tasks to the WebQuest No
I followed the hyperlinks included in the WebQuest No
3. CHECKLISTS- Choose the ones that are true for you

I used the checklists when evaluating my classmates' work 3

I used the checklists after finishing my work 3
Using the checklists was easy 2
I did not use the checklists 2
I used the checklists before producing my work 2
Using the checklists was difficult 0
The Blog Experience

The purpose of this section is to investigate the attitudes of learners towards blogging after their
participation in the blog project.
4. Check the boxes of the statements you agree with
I may make a blog of my own in the future 6

My writing skills improved 6
My reading skills improved 5
I liked sharing my work 5
I did not use the checklists 5
Assessing the others was difficult 5
My vocabulary knowledge improved 3
My grammar knowledge improved 1
I used the writing checklists BEFORE writing 1
I used the writing checklists BEFORE commenting on the work of 1
others
I felt comfortable with others commenting on my work 1
I liked working on the blog 1
It is time-consuming to write comments on the blog 1
I like commenting on my classmates' work on the blog 1
I ignored my classmates' comments 0
I found the comments I received useful 0
My listening skills improved 0
My speaking skills improved 0

MOTIVATION.
PROCESS WRITING
This section investigates the changes in the learners' attitudes towards the skill of
writing after they have completed the WebQuest and the Blog project.
5. To what extent do you agree with the following statements?

I prefer to write in English for real purposes rather than for Strongly agree
exam purposes
I feel comfortable with sharing information in English on the Agree
internet
I like it when people read my written work Agree
I can produce well-written texts in collaboration with a team Agree
The use of computers improved my writing skills Agree
I am confident about my writing skills in English Agree
Strongly disagree
Collaborating distracted me from seeking information Disagree
In exam classes, students should practice writing only to perform Strongly disagree
well in the exam
Authentic tasks are not interesting Strongly disagree
BEFORE/ WHILE WRITING

6. Check all that apply.
Brainstorming ideas before writing is useful Yes

I produced a final draft Yes
I care about the content of my texts Yes
I care about the language I use being correct Yes
I produced a second draft No
I didn't care about fitting my content to my audience No
Looking at other texts to determine my main points is useful No
I evaluated my first draft No
AFTER WRITING *
I check for any language mistakes before delivering my typed work Yes
I can now review my written work before submitting it Yes
I check for any language mistakes before delivering my handwritten work Yes
No
MOTIVATION.
FEEDBACK
I prefer to be given feedback by the teacher Yes

I prefer to be given feedback by the public Yes
I am worried about negative feedback on my written work Yes
I prefer to be given feedback by my classmates No
MOTIVATION
9. To what extent do you agree with these statements? *
Using the computers for writing is important for my future career A lot
Using the computers for communication is important for my future career A lot
I spent more time writing on the computer compared to writing in hand A lot
Fairly
I enjoy tasks more when I can print out my work Fairly
I feel that I learn fast when using the computer Fairly
I don't like experimenting with new technology tools in my studies Not at all
COMPUTER-ASSISTED LEARNING
This section investigates the changes in the learners' confidence while using
computers as a part of their studies
10. Which of the following do you think you improved after being involved in two
computer-mediated projects?
Delivering powerpoint- type presentations 6

My critical skills when selecting appropriate information from online texts (research and 6
reading skills)
Communicating online with others (communication) 6
Summarising long, demanding texts 5

Preparing powerpoint- type presentations 5
My topic vocabulary range 5
Working as part of a team and collaborating with the other members (collaboration 3
skills)
Skimming and scanning online texts more efficiently (research and reading skills) 3
Confidence when addressing large online audiences (construction and communication) 2
MOTIVATION.
Producing well structured texts on the computer, avoiding grammar, vocabulary and 2
spelling mistakes. (construction)
Becoming more familiar with the conventions of computer mediated communication 1
(construction and communication)

Music WebQuest APPENDIX VI
THE WEBQUEST
THE PROJECT
You have been selected to participate in a music history project. The

goal is to determine the most influential songs from all the decades of
the 21st century.
Students throughout the country will prepare presentations on their

proposed songs, which they will share online. After people all over the
world have voted, the winner list will emerge.
You will form 2 groups and explore the decades of the 1990's and the
2000's.
MUSIC IN THE 90'S
The 1990s was one of the most eclectic decade, and the best songs still
sound fresh today
New acts like Nirvana changed the way people listened to rock music
Established stars like Madonna had the biggest hits of their careers
Boy bands and divas dominated the pop and dance charts, while East
and West Coast rappers gave hip-hop a fresh sense of urgency
As the decade progressed, grunge was absorbed into the larger, radio-
friendly "alternative rock" genre, then gave way to aggro-rock and nu-
metal bands like Limp Bizkit and Linkin Park
p. 74
MUSIC IN THE 2000'S
The 2000s were a tough time in the music business
Artists bypassed record labels to release music independently
Online file sharing and music streaming disrupted the radio industry
The biggest record store chains went out of business
Pop music still thrived, with hip-hop and dance music leading the way
Out of the ashes of alternative rock of the 1990s came new bands
Even established artists such as Bruce Springsteen had big comeback

hits in the 2000s
The rise of digital music and electronic distribution changed the face of
music forever and music media reinvented itself
p.75
p.76
p.77
p.78
p.79
p.80
p.81
p.82
p.83
p.84
p.85
APPENDIX VII
Succeed in Languages School Our L… searchBLOG
THE
Sidebar
BLOG PROJECT- WORK…

BLOG PROJECT 2019- ECPE BLENDED/
BLOG PROJECT 2019- …
WRITING

BLOG PROJECT
ECPE 2019
Backpacking holid… 9
DISADVANTAGES… 3
HOW OFTEN DO … 2
ROBOTS OF TOMORROW
SESSION 2- WRITING S…
SESSION 2: POST-DOO…
SESSION 2 - TITANIC ST…
SESSION 1- DOOMSDA…
[https://2.bp.blogspot.com/-pF-
SESSION 1- THE … 1 LHOfbuPU/XHXWKSFdlKI/AAAAAAAAAf8/tPBqmzXMKZMkgZmja8I7LbxeF17kD-
m2wCLcBGAs/s1600/bigstock-Blog-Blogging-Media-Messaging-99027986.jpg]
Infoposter
Dear Students, p.86
Following the WebQuest project, we will now explore

the benefits of blogging on your learning, and especially
on your writing skills in english.
In this project, you can choose between 2 tasks the one

that interests you most. The topics of the tasks have
been derived from your answers on the pre-
Dynamic Views theme. Powered by Blogger.
questionnaire.
Task 1: Crime and illegal activities

Task 2: Human psychology
Please, read both posts including the tasks and decide

which one suits you better.
Hope you will enjoy your writing experience!
Ms Natasha
Posted 27th February by Natasha
0 Add a comment
Enter your comment...
Comment as: Google Account
Publish Preview
p.87
Succeed in Languages School Our L… search
Sidebar

BLOG PROJECT 2019- TASK 1- CRIME AND
ILLEGAL ACTIVITIES
DISADVANTAGES… 3
HOW OFTEN DO … 2
ROBOTS OF TOMORROW
SESSION 2- WRITING S… [https://2.bp.blogspot.com/-LJB-K1tbMYE/XHXY-

mAvqnI/AAAAAAAAAgI/zvJru650wiYuxEs93QoBaC7BLtUnvYNWQCLcBGAs/s16
00/FBICrimeData_0925.jpg]
SESSION 2 - TITANIC ST… TASK 1

SESSION 1- DOOMSDA… In this task, you will need to watch fictional videos related to crime and
illegal activities and produce an essay, a story or a review on the same
1
topic.
SESSION 1- THE …
Infoposter
STEPS
1. WATCH
Watch 2 of the 3 following movies/series.
p.88
[https://2.bp.blogspot.com/-
ROZpMJ1q8Vw/XHXeZri9c3I/AAAAAAAAAgo/-
QraqgcNS_sm4KfkNsw_aGz78gajuSaHACLcBGAs/s1600/220px-
Collateral_%2528Movie%2529.jpg]
A. COLLATERAL IMDB TRAILER [https://www.imdb.com/title/tt0369339/?

ref_=nv_sr_1]
After a long day, LA taxi driver Max is about to knock off when sharp-
suited Vincent offers him $600 to make five stops. Sounds good until
Vincent turns out to be a merciless hitman and each one of those stops
involves a hit. As the night goes on, Max starts to wonder if he'll live to
see the sunrise, as the pair are hunted by the police and the FBI.
B. SHERLOCK
p.89
[https://3.bp.blogspot.com/-4ql1RBLV1rE/XHXdZgppo5I/AAAAAAAAAgU/1Ca
voDsW4FYKHoJYmfb2mFI3gJ4hahquwCLcBGAs/s1600/MV5BNDc3NzY3Njk
0Ml5BMl5BanBnXkFtZTcwNTYzMzU3Nw%2540%2540._V1_SX1500_CR0%2
52C0%252C1500%252C999_AL_.jpg]
B1. SEASON2/E2
THE HOUNDS OF BASKERVILLE IMDB INFO
[https://www.imdb.com/title/tt1942613/?ref_=ttep_ep2]
Sherlock travels to Dartmoor to unravel the mystery of a hound from
hell.
p.90
[https://3.bp.blogspot.com/-0Y5xvnUEg1U/XHXdZ3CV6oI/AAAAAAAAAgY/mJ
DLSi9dQIoC-yJ9TIYMEGrPcFw-
dtnRwCLcBGAs/s1600/MV5BZWUzZGQ4MmEtY2VkOC00NWUyLTg2OWEtNj
AxMDIyMDg1Yjc3XkEyXkFqcGdeQXVyNTAwNzc3ODg%2540._V1_.jpg]
B2. SEASON3/E4
THE ABOMINABLE BRIDE IMDB TRAILER
[https://www.imdb.com/title/tt3845232/?ref_=ttep_ep1]
In this special set in 1895, Holmes and Watson investigate a vengeful
apparition in a wedding dress, reportedly the ghost of a suicide victim.
p.91
2. WRITE
1. Write an essay, a story or a review of about 250-300 words on one
of the following writing types.
2. Make sure you consult the checklists for the essays, the stories and
the reviews before you start writing.
3. You can use WordOnline or Googledocs and provide the link on the
comments.
4. Alternatively, you may use Powerpoint or Google Slides, if you want
to make a presentation out of your essay, story or review.
5. Your work will be posted on a separate post on the blog, so that
your classmates can read and comment on it.
3. WRITING TYPES
Essays
ESSAY CHECKLIST
[https://docs.google.com/document/d/1psOXaysyxrrldiYe1F1txVbaqKp_7_1yDv2vhwf
f-WE/edit?usp=sharing]
1. Inside a criminal's mind: Imagine you are the biographer of one of

the criminals featuring in the above videos. Write about your
experience talking with them and the most interesting aspects of
their personality and activity, which you will also include in your
book.
2. Famous Criminals – Write an essay on a famous criminal or crime,
like Al Capone or the St. Valentine’s Day Massacre.
Stories
STORY CHECKLIST
[http://www.angelfire.com/hi5/interactive_learning/FreeWebLessons/a_quick.htm]
1. Mystery writer Dan Rodriguez takes the subway every day. Every
day, nothing happens. He wears earbuds and a hoodie; he’s ignored, and
he ignores. Then one evening, on his way home from a stressful meeting
with his publisher, Dan is startled out of his funk when a frantic Middle-
Eastern man knocks him over at a dead run, then races up the stairs—
pursued by several other mysterious looking thugs. The Middle-Eastern
man is shot; and Dan discovers a small, wrapped package in the front
pocket of his hoodie. What’s inside, and what does he need to do to
survive the answer?
2. 1850’s England: elderly Doris and her six young wards are caught in a
storm and forced to ask for shelter at an enormous manor deep in the
English countryside. But all is not well in this home, and before long,
Doris faces a bizarre problem: the manor’s lord, Sir Geoffrey, claims his
estranged wife Alice is going to murder him that evening.p.92 Alice,
meanwhile, claims that Geoffrey is going to murder her. After
dinner, both are found dead, in the library, seated as if having a rational
discussion, but dead as mice. There is no obvious murder weapon, and
quite possibly, the murderer is loose in the manor. Doris is no detective,
but she might as well figure this out. Given that storm, help won’t be
coming until it’s too late.
Ideas found in: https://thewritepractice.com/20-mystery-story-ideas/
MORE IDEAS [https://thewritepractice.com/20-mystery-story-ideas/]
Review
REVIEW CHECKLIST
[https://docs.google.com/document/d/1nt2_nnhyhTYYx0a0WXbejYVRzl8MBBJ5
ypYGRtNamWk/edit?usp=sharing]
Write a review on one of the videos you watched. You should refer to
both the strengths and the weaknesses of the storyline, the cast, the
scenery, the soundtrack and other features of videos.
FIND EXAMPLES OF REVIEWS ON IMDB [https://www.imdb.com/]
Posted 27th February by Natasha

p.93
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p.94
Sidebar

BLOG PROJECT 2019- TASK 2- HUMAN
PSYCHOLOGY

TASK 2
DISADVANTAGES… 3
HOW OFTEN DO … 2
ROBOTS OF TOMORROW
SESSION 2- WRITING S…
[https://3.bp.blogspot.com/-
dGqxMZonlfw/XHfO3YQIStI/AAAAAAAAAg0/ITVdH3dtQb8KLM3-
Mnjvs4VN_QaZY8bJgCLcBGAs/s1600/psychology.jpg]
SESSION 1- DOOMSDA… Dear Students,
SESSION 1- THE … 1 In this task, you will be asked to watch a number of TED videos
on human psychology matters and produce texts responding to
the matters raised, or similar ones. I Hope you will enjoy
Infoposter
yourselves and improve your skills at the same time!
p.95
[https://1.bp.blogspot.com/-daacJpQ5HsQ/XHh-
etXQ8hI/AAAAAAAAAhA/3JABqyJV_FYGSNUm4Mr_JZWaywEGWqICgCLcBGAs
/s1600/stacks-image-27c946a-1200x1200.png]
STEPS
1. WATCH
Watch the following TED videos
1. Strange answers to the psychopath test

[https://www.ted.com/talks/jon_ronson_strange_answers_to_the_psychopath_tes
t]
2. The psychology of narcissism

[https://www.ted.com/talks/w_keith_campbell_the_psychology_of_narcissism#t-
106169]
3. The most popular talks of all time

[https://www.ted.com/playlists/171/the_most_popular_talks_of_all] (you
can choose the one that interests you the most)
4. How to speak so that people want to listen

[https://www.ted.com/talks/julian_treasure_how_to_speak_so_that_people_want_
to_listen?referrer=playlist-the_most_popular_talks_of_all]
2. WRITE A REVIEW p.96
a. Follow the link to complete the presentation checklist

[https://docs.google.com/document/d/1GVLsuMbiePhfHVkII_n7nSclJZXt998VXq
uMNDr78C4/edit?usp=sharing] for one of the videos you watched
b. Write a short review on the strengths and weaknesses of the
video you watched, based on the presentation checklist
[https://docs.google.com/document/d/1GVLsuMbiePhfHVkII_n7nSclJZXt998VXq
uMNDr78C4/edit?usp=sharing] (up to 150 words.
Write your review on Google docs and provide a shareable link
of your review on the comments.
3. PREPARE YOUR SHORT PRESENTATION
Prepare a short presentation (3'-5') on any topic that interests

you. You can be inspired by the TED talks you watched.
There should be 2 Google Slide presentations:

a. the one that you will show your audience and will merely
accompany your talk, containing, for example, images relevant
to your script, bullet point notes, etc.
b. the one containing your script, the words you will actually
utter during your presentation.
Provide the links of the Google slide documents on the

comments. You will present in class.
Alternatively, you can use Prezi presentations. They are very

impressive indeed! See for yourself here [https://prezi.com/] .
4. COMMENT ON YOUR CLASSMATES' WORK
Provide feedback to your classmates concerning their work-

what you liked, what you did not like and any suggestions for
their future attempts.
Posted 1st March by Natasha
0 Add a comment
p.97
Publish Preview
p.98
Sidebar

BLOG PROJECT- WORKS PRODUCED AND
PEER FEEDBACK
DISADVANTAGES… 3
HOW OFTEN DO … 2
ROBOTS OF TOMORROW
[https://4.bp.blogspot.com/-ug6UwbX1tGQ/XHiANKkzHfI/AAAAAAAAAhM/xqP-
SESSION 2- WRITING S… ArWjHWwSIz2psv8X9W5BZWXBw7ypQCLcBGAs/s1600/main-qimg-
f8bf9c3551f60e75df2eba058f2aea58.png]
In this post, we will publish your work produced for the BLOG
project, namely your essay, story, review or presentation.
SESSION 1- DOOMSDA…
SESSION 1- THE … 1
Infoposter
[https://3.bp.blogspot.com/-Y-1aXEIrg6U/XHiAu8MSo1I/AAAAAAAAAhU/rc9-
6PaBlYMzv1A1mN6T8ID78o_VQr3oACLcBGAs/s1600/feedback.jpg]
p.99
WHATDynamic
TO DO: Views theme. Powered by Blogger.
You are invited to provide your feedback on your classmates' work
in the comment section of this post.
Don't forget to mention the project number (e.g project #1).

Post a different comment for each project.
[]
PROJECT #1
MARIA DIMA
BLOG TASK 1
AN ESSAY by MARIA DIMA
The Zodiac Killer

1960’s, Northern California. After receiving a series of peculiar
letters, sent by an unknown man, the police began investigating
thoroughly the case, in order to shed light on the notorious criminal
hidden behind all those events. Mostly known as the Zodiac killer, he
purported to have committed more than thirty-seven murders, in the
span of six years. Having started by sending ciphered letters,
containing bizarre drawings and letters, he progressively revealed
more and more information about his inhumane actions and the way
he treated and dealt with his victims. Only one of his letters, signed
under his own code signature Zodiac, has been deciphered till date.
One of the most distinctive traits of the Zodiac, certainly has to be his
unique way of communicating with the police. Apart from the copious
letters sent to the press, he regularly warned the police about each
one of his next move. The fact that they were actually not able to
arrest him, besides giving them so many hints about his identity, led
to him taunting and mocking the police for being incapable and
inefficient.
Although in his hand-written letters, Zodiac claimed to have

murdered thirty-seven people, only seven of them were confirmed
victims, two of whom survived. The fate of the other victims though
still remains unknown, with many assumptions to have
arisen regarding the true identity of the killer and the exact number
of his victims.
After a series of murders, he abruptly ceased from communicating

with the local press and the police, which led to the closing of his file
in April 2004. The case however was bound to open once again in
March 2007, although no major progress has been made to date.
Despite that, such was the impact that the Zodiac’s actions had on
the domain of crime and investigation, that resulted in the
widespread propagation of the particular events and the creation of
numerous books and movies, enjoyed by a great many people all
around the world.
----------------------------------------------------------------------------------------
----------------------------------
p.100
PROJECT #2
KAPIRI NIKI
A REVIEW by NIKI KAPIRI
SHERLOCK- SEASON 3/ EPISODE 4
THE ABOMINABLE BRIDE
IntroducAon
There are many series that a majority of people watch today. All of them belong
in a different category and some of them are considered very interes;ng.
Sherlock is a series full of unexpected incidents that is quite pres;gious. The
episode Abominable Bride is known for its mysterious plot and has many
absorbing scenes.
The episode turned out having more unexpected incidents. It was thought to
be more simple but the terms and riddles the writer adds allow the viewers to
open their mind and think out of the box.
Theme and Genre
The episode is a horror/mystery type of episode. It opens the viewers mind by

having some phrases that are only understandable by watching the whole
episode. So basically, you learn some new informa;on.
The Plot
The episode is about a new mystery for Holmes and his assistant Watson. They
are trying to figure out why a ghost of a suicide vic;m, kills innocent people.
Through some difficul;es the two detec;ves will have a valid explana;on.
The plot does not reveal several informa;on, as it shows as the way Holmes is
thinking. The theme is preIy odd which may aIract more people because they
want to watch something different. Since it has to do with the ghost of
someone, it is not believable enough and some people might not prefer this
type of fantasy. However, it can be really interes;ng for others. The plot twists
can keep the viewers interested as much as the suspense that is created. It is not
easy to predict the con;nuity because the episode is filled with fantas;c events.
Characters
p.101
Maincharacters: Sherlock Holmes (Benedict Cumberbatch),
John Watson (Mar;n Freeman) and Emelia Ricole\ (Natasha O’Keeffe)
They are all believable except for Emelia Ricole\ since she appears to be a ghost.
Title: the abominable bride
Director: Douglas Mackinnon
Lead actors: Benedict Cumberbatch, Mar;n Freeman, Natasha O’Keeffe
Produc;on companies: Hartswood Films, BBC Cymru Wales, Masterpiece
Running ;me: 1h 33m
--------------------------------------------------------------------------------------------------
------------------------
PROJECT #3
JIM FRILIGKOS
FOLLOW THE LINK BELOW TO SEE THE PRESENTATION:
BLOG TASK 1- O.J.SIMPSON ESSAY PRESENTATION by JIM

FRILIGKOS
[https://drive.google.com/file/d/1PcGI2yVlzxlloZ_oerJDGgcXrZBcDiDw/vi
ew?usp=sharing]
[https://1.bp.blogspot.com/- p.102
z7fX6Yfjfhk/XQLzVU7An0I/AAAAAAAAAjA/PM7rp6O-YegsUnm-IDo8B6-
KecGAVX9cwCLcBGAs/s1600/images.jpeg]
O.J. SIMPSON'S INFAMOUS TRIAL: THE GLOVE MOMENT
-------------------------------------------------------------------------------------------
-----------------------------------
PROJECT #4
NEFELI STOUPA
BLOG TASK 2- A PRESENTATION

by NEFELI STOUPA
[https://lh5.googleusercontent.com/jyW7skCSND5hHi66veyJ9d-
TL7WYgs_KJHkFK7e9lPhwtaiaAVxSPRNALd8Vm7kSB5-
zJgGt7CCAYSEGrXAgyeDSpCy4QVrpi6ShV4nCIInW0HWO8mxsNT6rD5M9zG7ij
YAJGi0Yfw]
The psychology of narcissism TED VIDEOS
I. SUMMARY
The idea of narcissism has existed since the ancient times.

Ancient Greeks have created a myth about a man who fell in
love with his reflection.
[https://www.ted.com/talks/w_keith_campbell_the_psychology_of_narcissism#t-
106169]
The myth captures the basic idea of narcissism, elevated and
sometimes detrimental self-involvement. The psychological
definition of narcissism is an inflated, grandiose self-image. In
addition, narcissists believe that are smarter, better looking and
more important than other people. Psychologists recognize two
forms as a personality trait: grandiose narcissism -characterized
by extroversion, dominance and attention-seeking and
vulnerable narcissism- people who suffer seem to be easily
threatened and slighted. The most extreme example of
narcissism is the narcissistic personality disorder.
p.103
FOLLOW THE LINK BELOW TO SEE THE PRESENTATION:
II. PRESENTATION LINK
[https://docs.google.com/presentation/d/17tcMnzBtSljGDDRM_dTV_ixZ5Z
2OQjJCf4iG4IzhcVs/edit?usp=sharing]
Posted 1st March by Natasha
0 Add a comment
Like 0
p.104

Essay Checklist
Evaluation Checklist for Essay Writing
I. Introduction
Yes No
Did you write a clear thesis?
II. Body
A. Main Idea 1 (your first argument supporting your thesis)
Yes No
Does the first topic sentence support the thesis?
Do you explain each example and tell why it's

important? (Don't just write a list)
p.105

Are there enough examples, explanations, details

to provide support for the topic?
Do the examples and details follow a logical

order?
Are the transition words used correctly?
B. Main Idea 2 (your second argument supporting your

thesis)
Yes No
Did you use a transition to introduce your second

topic?

Is this second topic sentence different than the

first topic sentence?
Are there enough examples, explanations, and

details to provide support for the second topic
sentence?
p.106

Are these examples clearly different than the

examples you used in your first topic?
Do the examples, details, and explanations,

(support) follow a logical order?
Are the transition words used correctly?
C. Main Idea 3 (your third argument supporting your

thesis)
Yes No
Did you use a transition to introduce your third

topic?

Is your third topic sentence clearly different than

your first and second topic sentences?
Are there enough examples, explanations, and

details to provide support for the third topic?
p.107

Are the examples clearly different than the

examples you used in your first and second
topic?
Do the examples, details, explanations follow a

logical order?
Are transition words used correctly?
III. Conclusion
Yes No
Did you restate the thesis?
Did you sum up your two or three topic

sentences?
p.108

IV. Overall Structure
Yes No
Does the whole essay flow in a logical order?
Is each paragraph related to the paragraph

before it and the paragraph after it?
Do the introduction and conclusion match? (Are

they discussing the same thesis and supporting
ideas?)
V. Grammar
Ye N
s o
Do your subjects and verbs agree? (If the subject

is plural, the verb doesn't add "s").
p.109

Do your verbs follow a logical verb tense? For

example, you don't switch from present to past
or past to present without a good reason.
Do your pronouns match the nouns they are

replacing? For example, students/they;
Gallaudet/it; Carol/she; Bob/he.
Do you use capital letters where necessary? For

example, proper nouns like English a
re always
capitalized.
Do you use the proper forms of related words?

For example, success (n), successful (adj.),
succeed (v), successfully (adv).
Is your spelling correct?

p.110
PRESENTATION CHECKLIST- Blog Project 2019-
TASK II
Content
Topic
❏ A brief orientation to the topic is provided

❏ The topic and content are of a level appropriate to an
academic context
❏ The content is neither too difficult nor simplistic
Organisation of information
Introduction
❏ Is an appropriate length in proportion to the entire presentation

❏ A clear statement of thesis or purpose is given
❏ Includes an outline or preview of the content
Body
❏ Main points are well developed, and contain analysis as well as description
❏ Information is selected carefully to make your point clearly without too much detail
Original sources
❏ Sources are appropriately acknowledged, both verbally and on slides using appropriate
reporting structures (e.g. “Einstein in his Theory of Relativity published in 1906 claimed
that time is ....”)
Cohesion
❏ The different stages of the talk are clearly introduced using appropriate transition
signals (e.g. I’d firstly like to begin by... / Let’s now take a look at... / In summing up...)
❏ Ideas are logically sequenced
Conclusion
❏ An appropriate summary of the main points is made and the thesis is restated
❏ Concluding comments are made in support of the main purpose of the talk
p.111
Delivery of presentation
Clarity & coherence
❏ The content is coherent and logically presented

❏ Information is delivered in a spoken style (with minimal reading or reference to notes) Fillers
(e.g. “umm”, “aah”) are not overused
Body language
❏ Appropriate eye contact is regularly made with most of the audience
❏ Natural body posture and hand gestures a re used
Language
❏ Grammar use does not impede meaning and syntax (sentence structures) is accurate
❏ Extensive range of vocabulary is used accurately (paraphrase is used to avoid repetition)
❏ Pronunciation is correct
❏ Voice is clear and well projected
❏ Intonation and stress on words is natural
❏ Pace is appropriate (not too quick, nor too slow)
Visual aids
❏ Visual aids are relevant and used effectively to support the content
❏ Visual aids are managed in an organised manner so as not to interrupt the flow of the talk
❏ The number of slides is in reasonable proportion to the length of the presentation
❏ Visual aids are clearly visible (use an appropriate font, colour and point size), are easily and
quickly read and contain clear headings
Discussion
❏ An invitation for questions is offered
Additional learning resources
❏ For interactive advice on delivering presentations, go to: http://www.ruf.rice.edu/~comcoach/

❏ For real-life examples of presentations, visit: www.ted.com
❏ For learning resources on Pronunciation, go
to:http://www.uts.edu.au/current-students/support/helps/self-help-resources/pronunciation
p.112
A quick checklist for writing a good story.
(Narrative)
Marks
1. An interesting title and a great opening sentence -
One that catches the reader's interest and makes them curious, 2
and want to read on.
2. Good adjectives to describe the setting -

So you create images in the reader's mind, and they can 'see' the 2
place where the story is taking place.
3. A good description of your character, and mention two or three

physical features.
You can also show your character's personality, by: 2
a) mentioning a habit or manner they have, and
b) relating a brief incident or event, wherein your character reveals
their personality by how they acted/reacted.
4. Good spelling, punctuation and use paragraphs. 2
5. Use a variety of figures of speech, such as similes

metaphor 2
personification
6. Use a variety of good adjectives to describe people, places and

events in your story. 2
You use adjectives that also appeal to the readers senses of smell,
hearing, touch etc.
7. Don't switch the tense of your story. It is best to keep your story
in the past tense -
'...she saw..., ..jumped.., ..was..' 2
Also don't change your writer's point of view.
Stay in the third person - ' he saw , she jumped , they were..' ; Or
the first person - 'I saw.., I jumped..'
8. Create an interesting atmosphere or tone in your story. 2
9. Create curiosity and suspense in your story so that your readers 2

will enjoy reading on to find out what happens.
10. Have a clear storyline that your reader can follow.

After the beginning there is a series of events involving a 2
problem or complication, then a climax and a resolution at the end.
Good stories also have a moral or theme.
interactive-learning.com.au Your Total /20
p.113

Writing a Film Review Checklist:

This is a help sheet; It's just a guideline - you don't need to include EVERYTHING on it, but
hopefully it will give some ideas.
1. Start by noting down all the information about the film:
● The Title
● The Director
● Lead Actors (no more than three, unless a big star makes a cameo appearance)
● The Production Company e.g. Twentieth Century Fox
● The Running Time
2. Introduction
● An interesting lead into your review

● What you expected from the film
● A bit of background information about the film or the way it was advertised
3. Theme and Genre
● What sort of film is it? Romance? Action? Horror?

● Does it have a general message? Anti-war? Drugs? Racism? The happy life of humorous
jungle animals?
4. The Plot
● Be very brief – never give away too much of the plot or the film’s ending or no-one will
bother to go and see it. Keep the reader intrigued to know more
● Is the plot straightforward or unusual in some way?
● Is it believable enough not to annoy the audience?
● Does it have enough twists and turns to keep you interested?
● Is it too predictable?
5. Characters
● Who are the main characters?

● What are they like? Are they believable?
● Who are the actors playing these parts?
● Do you think the actors are good in these parts?
● Are they sympathetic? (Do they make you care what happens to them?)
● How well do they act? Perhaps you could describe a scene you thought was acted very
well and say what was good about it. How well did it excite, entertain and interest the
audience?

p.114
1

6. The director
● What has the director done before?

● Has the director done a good job on this film?
● How well has the film been edited? (Is it well-paced?) o Is it good to look at? Any special
effects, stunts, CGI?
● Are there moments when the camera is used in interesting ways? (camera angles that surprise you or
help to create effects like in ‘Jaws’ when the camera becomes the shark swimming up towards its victims)
7. Is the soundtrack good?
● Does the music help to create atmosphere in the film, or does it spoil it? o Is the music
good in itself?
8. General Review
o Did you enjoy the film?
o What were its good points?
o What were its bad points? (Don’t forget to give reasons)
o Would you recommend this film to your readers?
o What sort of people might enjoy this film?
o Are there any other films that you could compare this one to
9. Rating
● Say how good this film is (5 stars, for example is a ‘must-see’ movie). Don’t forget to
explain what your rating means
(Remember to watch out for spelling, paragraphing and punctuation).

p.115
2

APPENDIX VIII
SAMPLES OF WRITTEN WORK ON WEBQUEST
Greek music in 2000s By Paul and Jimmy
p.116
The Greek Hip-Hop After 2000
In the 2000s appeared also other figures and artists such as: known unknowns, northern stars, Vpis, Bet, evnus, Modus
Vivendi, deadlock, stereo mike, funked up, worms, tang ram, new class things, disclosure, social waste, anonymous
writer, conscious bombers, wheels, rationalists, tus, etc. (Some of them began in the 90's but were announced in the
2000s). Also some of the 90's were changed form or disbanded such as: terror x crew (who now form the "artemis-
efthinis") FF.C (after the rhythmmaker's departure in 2005 they were disbanded and the director created the "antiokses
paragoges") or as the active member (in 2002 the xray left, and then several changes were made to the band). At the
same time, the distinction between underground and commercial hip-hop was important, since the goin 'through after
2004, where they were awarded the mad prizes for the video clips titled "how much idiot are you" started to take a
more commercial turn in verse and in music. There were some shapes that followed their own way, such as stavento and
others, who are the commercial hip-hop. The difference between underground and commercial hip-hop was intense as
long as they had harder sounds, a more fiery verse, and were promoted through hiphop.gr (which often raised
mixtapes) and atlantis fm, while they were promoted through the big music channels and television, and had more
dance and more loud sound that referred to pop music. There were also several neighborhood hip-hop shows that
spread cd and demo to well-known friends throughout Greece. By the end of the decade, other MC's and other shapes
such as: rhapsody philologist, threatening reason, ladose, psychodrama, detro, bong da city, fullface, etc, came to the
surface. The spread of the internet has helped several MC's to spread their music through video sites like youtube and
hip-hop pages such as hiphop.gr and bouriblog.com. Some are acceptable, some are badly criticized.
p.117
Questionnaire
F.EL: Each of you is from a different part of Greece,
how did you all get together to get this project?
Our reason: Greece is small, everything is easy ...

Inka: Basically all of us are close to each other, for
those who are away there is the Internet (laughs).
Sick p.118
Eminem
Lose yourself
video clip:
https://youtu.be/_Yhyp-_hX2s
p.119
Biography:
Marshall Bruce Mathers (born October 17, 1972), known professionally as Eminem, is an American
rapper, songwriter, record producer, record executive, film producer, and actor. He is consistently cited
as one of the greatest and most influential artists of all time in any genre, with Rolling Stone placing
him in its list of the 100 Greatest Artists of All Time and labeling him the "King of Hip Hop".
p.120
General information about music in the 2000’s
The scourge of music technology! The most hated development in music since disco, Auto-Tune is that digital process
which "corrects" pitch in vocal and instrumental performances. Now anybody can "sing"! Actually, your voice gets partially
replaced with a robot voice. And it sounds that way. The more off-key you are, the more the robot voice takes over. Of
course, the technology will become more fine-tuned and less noticeable over the decades to come, so that we'll all
eventually be listening to seemingly-perfect vocals.
From the notorious Sony/BMG rootkit (which they will never live down, and rightly so) and other draconian DRM schemes,
to the outrageous and frivolous lawsuits of the RIAA, an attempt was made by big business to enslave music itself. So
much so, that musicians actually turned to distributing their content online - even for free! Turning their back on the path to
stardom and fame, because they, like the consumers, were tired of getting screwed and back-stabbed by the industry. Can
you imagine that there was a time when you could just buy a record and play it for a houseful of friends, or make a mix tape
of your favorite songs from your CD collection, and not fear being sued for millions and having your life ruined? That day
must come again, if music is ever to draw a free breath.
p.121
O.J. Simpson
Orenthal James Simpson was a pro NFL running back and his nickname
was the juice. He was also a broadcaster, an actor, advertising
spokesman, and he was convicted robber and kidnapper. Simpson was
arrested and charged with the murders of his ex-wife, Nicole Brown
Simpson, and her friend Ron Goldman. His trial was internationally
publicized, and the families of the victims subsequently filed a civil suit
against him, and in 1997 a civil court awarded a $33.5 million for the
victims’ wrongful deaths.
p.122
What happened?
In June 12, 1994 Nicole Simpson and Ronald Goldman where murdered and the
reasons were unknown. But speculation is that someone after 10pm, a single male,
entered the rear entrance of Nicole’s apartment and attacked her with a knife. Her
throat was cut and she was stabbed three times in her head and neck. The attacker
then turned to Goldman, stabbing and killing him. There had been a struggle,
indicated by defensive wounds on both victims’ hands and arms. After two hours,
the bodies were found, when someone notified the police and arrived at the crime
scene they immediately turned to ex-husband O.J. Simpson, with the intention of
notifying him that Nichole had been murdered. This is where things began to look
strange , and the enormous amount of evidence against Simpson began to stack
up, and kept stacking up.

p.123
The Trial
The murder trial officially began on January 24th, 1995, with Simpson having acquired the
equivalent of a legal defense dream team. Well-known and highly acclaimed lawyers Robert
Shapiro, Robert Kardashian and Johnnie Cochran would be defending Simpson. He had
pleaded not guilty. The prosecution initially attempted to paint Simpson as a jealous, abusive
man, who treated Nicole Brown badly on a number of occasions. One recording was brought
forward, in which Brown phoned the police for a domestic abuse incident still in progress.
Once again, it seemed as if the case was all but gift-wrapped for a guilty verdict. But it wasn’t
long before it became obvious that the prosecution had virtually based their entire case
around DNA evidence. Namely; the blood spatters found on the white Ford Bronco, as well
as two black socks found in Simpson’s bedroom, and legendary black gloves, which would, as
already mentioned, ultimately be the undoing prosecution.
p.124
The Verdict
O.J. Simpson was found not guilty by the judges for the murder of Nicole Brown Simpson and
Ron Goldman

The verdict video can be found in this link :
https://www.youtube.com/watch?v=rurKd569xRw

p.125
APPENDIX X
USING BLOGS AND WEBQUESTS IN A BLENDED LEARNING EFL ENVIRONMENT
AS A MEANS TOWARDS THE ENHANCEMENT OF LEARNERS' WRITING SKILL, NEW
LITERACIES AND MOTIVATION- A CASE STUDY
WEBQUEST- LESSON PLAN
TEACHING o To use Project-Based Learning approach

AIMS & o To create independent thinkers/ learners
OBJECTIVES o To achieve learning through problem-solving
o To have learners do first-hand research
o To help learner make active decisions as a reader
o To promote learner autonomy, self-study and student-centred
learning through scaffolding
o To expose Ss to authentic language sources
o To enable collaboration and interaction among Ss
o To encourage socialization and sharing
o To use process writing to arrive at the best product possible
o To encourage networked writing among Ss
o To make use of a WebQuest
o To apply the principles of socio-constructivism through the use of
new media
o To promote Higher order Thinking
o To apply Situated Learning to encourage reflection and articulation
o To create a learning network (connected learning)
o To further familiarize the Ss with a cyclical learning process (as
opposed to a linear one)
o To teach Ss the strategic knowledge of evaluating information
o To help Ss build the New Literacies (information, media, digital
etc) to cope with the demands of the 21st century
o To apply new media pedagogies in the classroom through a
blended learning approach
o To instil lifelong learning skills and make learning adaptable to a
fast-changing world
o To integrate technology in the syllabus
SKILLS o Writing- Listening- Speaking-Reading

TEACHING o Interactive whiteboard- Internet connection
MATERIALS o smartphones
& AIDS
STUDENTS- o Six C1 (CEFR) level Ss (4 girls, 2 boys) attending an advanced course
TIME at a private institution.
o 3 lessons/ 3 x 100 min
126
APPENDIX X
1. SESSION 1- PLANNING STAGE- 100’

a. Web Quest Introduction
➢ The T and the Ss go to the Web Quest page.
➢ They are informed about the situation and the duration of
the project (3 sessions, one per week)
➢ They briefly go through all the parts of the WebQuest, to
have an idea of the end product
b. Web Quest Task + Process
➢ The Ss are separated in 3 groups of 2 and assign roles
➢ They visit briefly the website hyperlinks on the Quest
➢ The T encourages the Ss to come up with some initial
ideas by means of discussion
➢ The T consolidates the groups by giving advice on the
best way to look for information effectively
➢ The T instructs that Ss take extensive notes of whatever
might be of use/ interest and copy the link addresses on a
document
➢ The Ss go to Google slides and make sure they have
Gmail accounts so that they all share the links to the
slides that will be created
➢ The T also presents the structure that their presentations
should follow
➢ The Ss find the lyrics and the video- clip of the song and
do research on the biographical elements of their chosen
performer-s
2. SESSION 2
IMPLEMENTATION STAGE 100’
a. Web Quest Process
➢ Continue with Research- The Ss visit the relevant to their
choices sites and others they might have come up with
➢ The Ss start creating the biographical text
➢ The Ss write a review on the decade they are interested
in
➢ The T emphasizes that the groups can either meet up or
collaborate online using Google apps (slides) and other
online collaborative tools (E-mail, Messenger calls etc) to
continue working on their presentation
➢ The T informs the students that they should deliver their
finished products in one week
127
APPENDIX X
b. Web Quest Resources

➢ The students follow the links on the designated area of
the Process page of the web Quest.
c. Web Quest Evaluation
➢ The Ss are instructed on how to use the checklists to
review their work and the others’ work
3. SESSION 3- 100’
IMPLEMENTATION STAGE (continued) & EVALUATION
STAGE-
➢ The Ss choose whether to write an imaginary interview
script, a song as an answer to the song they have chosen,
or devise a script for the song’s video clip and record it.
➢ The Ss are reminded of the need to be reviewing their
written work
➢ The T informs the Ss that they can further work on their
products, in view of the public presentation they will make
on a given date, in front of one of the the B2 groups of
the language school. They will be evaluated by the other
teams and the B2 students through the checklists
4. SESSION 4 (50’) & SESSION 5- (50’)

➢ The Ss present their work
➢ The audience (classmates and other students) evaluate the
end products
128
APPENDIX X
LINKS- RESOURCES
WEBQUEST
https://www.bookwidgets.com/play/SGNTEJ?teacher_id=4978337463140
352
NIKI AND EMILY’S PRESENTATION

https://docs.google.com/presentation/d/1L5-
SPXwvHPOE91o3OykgEXeFEphL_Vf-bnKGfQOsl0I/edit?usp=sharing
NEFELI AND MARY’S PRESENTATION

https://drive.google.com/open?id=1rLgsBkb4oZkJ3ZaHDsmYHMrOZF_TBC
hgre2d4fs8J8w
PAUL & JIMMY’S PRESENTATION

https://drive.google.com/file/d/1PRGYxQtF9TygZftppBumUToHZUJ9nWhj/
view?usp=sharing
NEEDS ANALYSIS
https://forms.gle/RakWSm3VuvxwvWin7
POST-QUESTIONNAIRE
https://forms.gle/duUNNgkUE5wjuSTh8
STORY IDEAS
https://www.thoughtco.com/top-pop-songs-2000-3248131
MUSIC FROM DECADES

https://www.rollingstone.com/music/music-lists/100-best-songs-of-the-
2000s-153056/
https://www.thoughtco.com/top-songs-from-the-90s-3245307
https://www.thisisinsider.com/best-90s-songs-party-playlist-2017-8
https://www.udiscovermusic.com/stories/90s-
music/https://www.deseretnews.com/article/595083664/90s-music-
timeline.html
90'S MUSIC RELATED TO HISTORICAL EVENTS/ REALITY OF THE DECADE

http://www.bbc.com/culture/story/20150205-the-1990s-never-ended
2000'S MUSIC RELATED TO HISTORICAL EVENTS/ REALITY OF THE

DECADE
https://www.forbes.com/sites/dannyross1/2017/01/30/8-protest-songs-
since-2000-that-inspired-change-all-the-way-to-the-bank/#6701c87f1715
129
APPENDIX X
LYRICS GENERATOR
https://www.song-lyrics-generator.org.uk
https://www.dittomusic.com/blog/how-to-write-a-song-10-tips-on-how-
to-boost-your-creative-side-when-writing-songs
THESAURUS
https://www.thesaurus.com
FIND LYRICS:
https://www.lyrics.com
INTERVIEW SAMPLE
https://www.interviewmagazine.com/music/new-again-no-doubt
ED SHEERAN ON ELLEN- INTERVIEW SAMPLE

https://www.youtube.com/watch?v=hx3d7IWaZ-c&frags=pl%2Cwn
FIND BIOGRAPHIES
https://www.biography.com
130
APPENDIX XI
APPENDIX XI
BLOG: THE LESSON PLAN
TEACHING o To teach writing

AIMS & o To initiate the use of a class blog
OBJECTIVES o To enable collaboration among Ss
o To encourage socialization and sharing
o To enhance creativity and exploit imagination in
writing
o To encourage collaborative learning and networked
writing among Ss
o To teach Ss the strategic knowledge of evaluating
information
o To create a learning network (connected learning)
o To further familiarize the Ss with a cyclical learning
process (as opposed to a linear one)
o To help Ss build the new literacies (information,
media, digital etc) to cope with the demands of the 21 st
century
o To promote learner autonomy, self-study and
student-centred learning
o To apply new media pedagogies in the classroom
through a blended learning approach
o To instil lifelong learning skills and make learning
adaptable to a fast-changing world
o To help Ss develop higher order thinking skills
o To expose Ss to authentic language sources
o To provide Ss with extra reading opportunities
o To offer variety and entertainment to the classroom
environment and increase participation levels
TEACHING o Photocopied handouts of the checklists

MATERIALS o Interactive whiteboard
& AIDS o Internet connection
STUDENTS- o Six C1 (CEFR) level Ss (4 girls, 2 boys) attending an
TIME advanced course at a private institution.
o 3 lessons/ 6 x 50min
131
APPENDIX XI
SESSION 1- INTRO TO THE BLOG (100’)
PROCEDURE AIM TIME

1. T opens the introductory blog on o To engage the Ss’ 5’
the interactive board and explains attention
the situation to students. o To create anticipation
2. A link to the blog is sent via social o To facilitate the Ss’
media message service to the access to the blog
group of students
3. TASK 1 : CRIME AND ILLEGAL o To activate the 15’
ACTIVITIES learners’
background
-The T informs the Ss that they will knowledge
have to watch fictional videos o To enrich Ss
related to crime and illegal activities knowledge on the
and produce an essay, a story or a topic
review on the same topic, which o To expose Ss to
they will post on a designated post authentic language
in the blog sources
-Ss can use Powerpoint or Google o To apply new media
Slides, to present their essay, pedagogies in the
review or story classroom through a
-The blog contains the research blended learning
links they can follow approach
4. THE CHECKLISTS o To secure 10’

comprehensibility of
-The T hands out printed-out copies the task
of the checklists- also shows the o To transfer T’s skills
learners how to access them to Ss
through the hyperlinks on the blog o To help Ss arrange
-The T explains how they are to be the information for
used: before writing and when their writing
giving peer feedback on the o To enhance critical
comments reflection and
community of
practice
o To develop Ss’
metacognitive skills
o To explore the
interactive nature of
the blog
o To promote student-
centered learning
132
APPENDIX XI
o To develop research 15’

5. TASK 2: HUMAN PSYCHOLOGY
skills (information
literacy)
- The T informs the Ss that they will
o To combine different
be asked to
modalities
a. Watch a number of TED videos
o To encourage sharing
on human psychology matters
o To activate
b. Produce a review responding to
background schemata
the matters raised, or similar ones.
o To encourage Ss to
c. Complete the presentation checklist
become active in their
c. Make a presentation on relevant
learning
topics
o To hone writing&
d. Comment on peers’ work
presentation skills
o To help them review
their own work
-------------------------------
-----------------------------------------------
50’
o To expose Ss to
6. WATCH SHERLOCK EPISODE IN
authentic language
CLASS
o To benefit from the
positive impact of
The class watches the Abominable
videos in the
Bride episode of the Sherlock series,
classroom
one of the suggested videos to
o To dissociate learning
watch on step 3
from strict classroom
practices
o To have them
brainstorm on the
following task
o To practise the
listening skill
---------------------------------------- 5’
-------------------------------
7. ASSIGN HOMEWORK:
o To provide
WATCH THE VIDEOS OF TASK 1
background
AND TASK 2 (BLOG LINKS) AND
knowledge for the
DECIDE ON THE PREFERABLE TASK
writing task that
follows
133
APPENDIX XI
SESSION 2
TASK EXECUTION (100’)
8. PRE-WRITING STAGE o To provide 20’

-Class has a discussion on the topics background
to clarify problematic areas knowledge for the
-Ss and T go through the checklists writing task that
-Ss watch some TED videos follows
o To decrease anxiety
generated from lack
of familiarity with the
task at hand
o To ensure
comprehensibility
o To promote creative 75’

9. WHILE-WRITING STAGE writing
-The Ss are asked to produce the o To practise writing on
piece of writing that corresponds to different genres
the task they chose o To motivate Ss to
- The T monitors the writing write more and better
process, gives writing guidelines o To enhance Ss’
-The Ss who finish writing start computing skills
working on the presentation
10. POST-WRITING STAGE o To create 5’

HOMEWORK ASSIGNMENT autonomous learners
-The Ss are asked to continue their o To give Ss time to
work at home and post it on the complete their written
blog work
SESSION 3
134
APPENDIX XI
COLLECT WORK- POST ON BLOG (100’)
PROCEDURE AIM TIME

11. Powerpoint/ o To round-off with the Ss 60’
Google Slides own product
Presentations o To hone the Ss’ speaking
 Ss present their skills
work on the o To instil a sense of
board achievement to Ss
 Ss evaluate each o To facilitate feedback
other using the o To encourage public
checklists sharing with audience
12. POST Ss’ o To encourage public 35’

WRITING PRODUCTS sharing with audience
ON THE BLOG
-The T helps the Ss
who haven’t already
posted their work
13. ASSIGN o To promote peer feedback

HOMEWORK practices 5’
The T instructs Ss to
comment on their peers’
work on the blog based on
checklists/ their notes
during the presentations
135
APPENDIX XI
LINKS TO CLASS BLOG
INTRODUCTORY
https://succeedinlanguages.blogspot.com/2019/02/blog-project-2019-ecpe-
blended-writing.html
TASK 1
https://succeedinlanguages.blogspot.com/2019/02/blog-project-2019-task-1-
crime-and.html
TASK 2
https://succeedinlanguages.blogspot.com/2019/02/blog-project-2019-task-2-
human.html
STUDENTS’ WORK
https://succeedinlanguages.blogspot.com/2019/02/task-2-works-produced-and-
peer-feedback.html
Author’s Statement:
I hereby expressly declare that, according to the article 8 of Law 1559/1986, this dissertation is solely
the product of my personal work, does not infringe any intellectual property, personality and personal
data rights of third parties, does not contain works/contributions from third parties for which the
permission of the authors/beneficiaries is required, is not the product of partial or total plagiarism, and
that the sources used are limited to the literature references alone and meet the rules of scientific
citations.
136

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ΕΛΛΗΝΙΚΟ ΑΝΟΙΚΤΟ ΠΑΝΕΠΙΣΤΗΜΙΟ

ΣΧΟΛΗ ΑΝΘΡΩΠΙΣΤΙΚΩΝ ΣΠΟΥΔΩΝ

ΜΕΤΑΠΤΥΧΙΑΚΗ ΕΙΔΙΚΕΥΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ

ΜΕΤΑΠΤΥΧΙΑΚΗ ΔΙΠΛΩΜΑΤΙΚΗ ΕΡΓΑΣΙΑ

USING BLOGS AND WEBQUESTS IN A BLENDED LEARNING EFL

SUPERVISOR: DR. K. VLACHOS

CHAPTER 1: BLENDED LEARNING, WEBQUESTS AND BLOGS: THE THEORY

CHAPTER 2: THE RESEARCH CONTEXT

CHAPTER 3: ANALYSIS OF THE RESEARCH DATA

CHAPTER 4: DISCUSSION OF THE RESEARCH RESULTS

Appendix I: Needs Analysis Questionnaire p.52

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 3

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 4

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 5

Abstract (Greek Version)

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 6

Η έρευνα θα συλλέξει στοιχεία απο δυο ερωτηματολόγια, που πρόκειται να συμπληρωθούν

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 7

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 8

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 9

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 10

1.2 Blended learning theoretical perspectives

1.3 New Literacies

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 12

1.4 Higher-Order Thinking Skills

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 13

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 14

1.5 Motivational aspects of using CALL

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 15

1.6 Digital Writing

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 16

MOUCHLIDOU ANASTASIA-89571-AGG-DISSERTATION-JUNE 2019 17

1.7 A Useful Teaching Tool: WebQuests

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1.8 CALL and Blogging: Providing Skills for the Future

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2.3 Research Context

2.4 Research Methodology: A Mixed Methods Approach

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2.4.2 The Research Instruments

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2.5.1 The WebQuest Project

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3.2 Needs Analysis pre-questionnaire findings

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3.3 Post-questionnaire findings

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3.4 A Comparison of the Results of the Questionnaires

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4.2 WebQuest as a tool to enhance writing and collaborative skills

4.3 Blogging as a tool to enhance writing and collaborative skills

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4.8 Recommendations for further research

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