The Effects of WebQuest Writing Instruction on the Writing Performance of Saudi Male EFL Learners

Abstract

Abstract This study was conducted to find out whether there were significant differences between EFL students taught using WebQuest writing instruction, and those taught using traditional instruction. The participants, 14 Saudi male students, were randomly assigned into experimental and control groups. They were given a pretest and a posttest following the instruction. Findings indicate that the writing performance of students who were taught using WebQuest (the experimental group) was better than students who were taught using traditional methods (the control group) in terms of length, vocabulary and grammar. This study suggests that using WebQuest writing instruction can result in better writing performance.