WebQuest Design Rationale

1. Target Level and Group

This WebQuest is designed for 12th-grade high school students in Turkey. The learners are between 17–18 years old and their English proficiency level is B1 (Intermediate).

The WebQuest is intended for use in a formal EFL classroom as part of a project-based learning unit. This group was chosen because students at this level are capable of researching, collaborating, and presenting information in English.

Additionally, students are motivated by real-life and local topics. Therefore, Balıkesir was selected to create a meaningful connection between language learning and students’ own environment.

2. Road Map and Learning Outcomes

The main aim of this WebQuest is to encourage students to use English as a communication tool rather than focusing only on grammar rules.

After completing the WebQuest, students are expected to:

• Conduct online research using reliable sources
• Summarize and paraphrase information in English
• Use vocabulary related to culture, tourism, and daily life
• Work collaboratively in groups
• Create a digital product such as a presentation or poster
• Deliver an oral presentation with increased confidence

The WebQuest follows a Project-Based Learning approach, supporting learner autonomy and active participation.

3. Visual and Content Design

The WebQuest is designed as a single-page digital environment with a sea-themed visual style inspired by the Aegean and Marmara regions.

Colors, fonts, images, and layout were carefully selected to attract teenage learners while keeping the content clear and readable. Visuals are directly related to the topic and support comprehension rather than serving decorative purposes only.

4. Explanation of WebQuest Sections

Introduction: Motivates students by assigning them the role of local tour guides.

Task: Clearly defines the final product: a digital travel guide about Balıkesir.

Process: Provides step-by-step instructions to guide students throughout the project.

Resources: Limits sources to teacher-approved websites to prevent confusion.

Evaluation: Uses a rubric to ensure transparent and fair assessment.

Conclusion: Encourages reflection on language use and cultural awareness.

Teacher Page: Explains pedagogical decisions, objectives, and implementation strategies.

5. Final Remarks: Strengths and Limitations

Strengths:

• Highly engaging and visually appealing
• Based on students’ local culture
• Encourages meaningful language use
• Develops collaboration and digital literacy skills

Possible Limitations:

• Risk of copying information directly from sources
• Time management difficulties
• Limited access to technology in some classrooms

These limitations can be reduced through teacher guidance, clear instructions, and alternative offline materials when necessary.