




































AsiaCall Online Journal (ISSN 1936-9859) 2013 – Special Issue – AsiaCALL2012 Proceedings, Nguyen Thi Thu 

The WEBQUEST – An Effective Web-based Tool 

for Teaching ESP to English Non-Major Students 

 
Nguyen Thi Thu 

The People’s Police University, Vietnam 
autumnwind20012002@yahoo.com 

 

Abstract 
The need to enhance technical literacy among students and the focus on content-based instruction as 

the most appropriate method to learn and construct knowledge have resulted in the development of 

activities to corporate the Internet into the classroom. WebQuests are activities designed to serve that 

purpose making full use of the resources on the Internet. Whereas WebQuests have been applied for 

educational purposes for a past few years; there exists little empirical research which demonstrates how 

to make full use of it in ESP instruction in a sound pedagogical way. This article describes how 

effective the integration of WebQuest in the ESP reading course to second-year students at the People’s 

Police University (PPU) was in enhancing the students’ reading competence. An action research which 

utilizes both quantitative and qualitative was used to fulfill the aims of the study. Data from 

questionnaires, pre-test, post-test and teacher’s observation sheet were analyzed and discussed. It 

would be suggested by the findings that WebQuest is such an effective way to improve students’ 

reading competence that should be integrated in the teaching of ESP at the PPU. Thus, this study would 

be useful for those who are interested in utilizing Web-based tools for their teaching of English in 

general and the teaching of ESP in particular. 

Keywords: ESP, WebQuest, reading competence 

 

Rationale 

The current globalization of trade and economy and the continuing increase in international communication in 

various fields have resulted in greater demand for English for Specific Purposes (ESP). Among all the four 

skills and knowledge integrated in ESP curriculum, reading skill is often the priority in the ESP curricula at 

universities throughout the country. Besides, reading authentic materials is of great importance for those who 

have the desire for further study and for their future careers as it is one of the best ways to improve their 

English, understand and use the information in up-to-date sources in their respective fields of study. 

In reality, to develop reading, one of the most useful resources is the Internet, with a large amount of varied 

authentic materials and easily accessible. Furthermore, the Internet-based activities can take advantage of 

integrated teaching approaches. To illustrate, collaborative and cooperative learning occurs when computer-

assisted language learning (CALL) is used in language teaching and learning, (McCabe, 1998). Learners use 

websites on the Internet to perform cooperative tasks with their peers to complete work assigned by the 

instructor. It is the learning and teaching on the Internet that enables the learner-centred approach (Kumari, 

1998). Alexander & Elana (2005:129) also claimed, “The Internet helps to make ESP lessons more rewarding 

and encourages opening the new way to bring about creativity and enthusiasm for learning”. 

Additionally, the previous ESP-related studies in the context of Vietnam revolve mainly around paper-based 

syllabus designs, course designs, or syllabus valuation, etc. There has been a lack of researches on the 

integration of reading approaches and the Web to facilitate ESP learning. As an instructor of ESP for several 

years, the author is fully aware of the problems hindering the success of ESP teaching at the PPU which 

include lack of updated authentic materials, unsuitable teaching method, low-motivated learners, and teachers’ 

insufficient utilization of Web-based resources and available teaching facilities in their teaching. This has 

challenged the quality of teaching ESP in general and reading skills in particular.  

mailto:autumnwind20012002@yahoo.com


AsiaCall Online Journal (ISSN 1936-9859) 2013 – Special Issue – AsiaCALL2012 Proceedings, Nguyen Thi Thu 

Thus, she feels the need and has the desire to integrate Internet-based projects in her ESP teaching. By 

integrating WebQuest in the ESP intensive and extensive reading course, the researcher’s ambition is to make 

some renovation in her teaching in order to solve the prevailing problems of less effective teaching of ESP 

reading and low motivation of the students at the PPU.  

Brief Overview of Related Literature 

The Internet and Second Language Learning 

Over the past few years, the Internet has been widespread in numerous fields and domains. It has carried out 

great potentials for educational use, especially second language education. In this sub-division, the author 

wishes to focus on the benefits of employing the Internet in the second language learning. 

Among the benefits of Internet use in the second and foreign language classroom, the most important are:  

 Increased motivation and participation by students (Warschauer, 1996).  

 More opportunities to interact with the target language and content area because students spend more 

time on task (Kasper, 2000a).  

 Greater integration of reading and writing skills and opportunities to practice them in meaningful 

contexts.  

 The possibility to implement pedagogy based on problem solving and critical thinking (Warschauer, 

1999).  

 More self-paced autonomous learning that is learner-controlled rather than teacher-controlled (Mak, 

1995).  

In addition to the benefits just cited, the Internet provides the resources necessary to carry out authentic 

projects and analysis, and thus develop the communicative competence of ESP students. Such resources allow 

teachers to design simulation activities and role-playing using authentic material. In this manner, the Internet 

facilitates the use of a specific language in an authentic setting. The Internet can also be used to acquire 

information from language resources for a variety of purposes. For example, students can access current 

information from countries around the world. They can obtain geographical, historical, social/cultural, 

economic, and political information from the countries in which the target language is spoken. Such resources 

allow teachers to design simulation activities and role-playing using authentic material. Kimball (1997) 

pointed out that “Internet-generated materials can be flexibly arrayed to engage students with topics and 

cognitive tasks relevant to students’ professional futures.” 

In short, the Internet not only helps students widen knowledge and outlook, strengthens experience but also 

enables them to live in a real world in which they are the creators rather than the receivers only. With the 

above mentioned advantages of the Internet, it can be concluded that the Internet is an appropriate learning 

tool in a content-based ESP syllabus. 



AsiaCall Online Journal (ISSN 1936-9859) 2013 – Special Issue – AsiaCALL2012 Proceedings, Nguyen Thi Thu 

 

WebQuest  

Definition  

Bernie Dodge - an American Professor of Educational Technology at San Diego State University focused on 

the design, implementation and evaluation of computer-based learning environments since 1995 and created a 

learning model which has been widely used as an effective Internet-based educational tool at schools, colleges 

and universities for over a decade and is now one of the most popular and most effective Internet–based 

project models/ approaches. This approach clearly describes the process of the partly online learning 

experience which challenges, motivates and engages learners.   

In an early article about this method, Bernie Dodge defined a WebQuest as follows: 

“An inquiry-oriented activity in which most of all of the information used by learners is drawn from the Web. 

WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, 

and to support learners’ thinking and levels of analysis, synthesis, and evaluation ” (Dodge, 2001). 

Educators thought that the original definition was not enough to cover the meaning and theoretical 

underpinnings of the WebQuest concept.  March (2008), a co-creator of WebQuest, therefore conceptualized 

and expanded the definition of WebQuest as follows:   

 “A WebQuest  is  a  scaffold  learning  structure  that  uses  links  to  essential  resources  on  the World Wide 

Web and an authentic task to motivate students‘ investigation of a central, open-ended question, development 

of individual expertise and participation in a final group process that  attempts  to  transform  newly  acquired  

information  into  a  more  sophisticated understanding.  The  best WebQuests  do  this  in  a  way  that  

inspires  students  to  see  richer thematic relationships, facilitate a contribution to the real world of learning 

and reflect on their own metacognitive processes.”  

In a WebQuest, learners work in groups, where members have to analyze and master a particular aspect of an 

issue. Each member becomes an ‘expert’ in their role, later contributing to an in-depth understanding of the 

given aspect of the final group task. 

 

Structures of a WebQuest Model 

WebQuest should be designed with a purpose in mind for students to perform when surfing the net. For this 

reason, a typical WebQuest usually follows a structural pattern: 

Introduction. This stage is used to give a brief introduction of the WebQuest. It involves background 

information on the topic of the WebQuest and in the language context, often introduces key vocabulary and 

concepts which learners will need to understand in order to complete the task involved. 

Task. The task sectiojn explains clearly and accurately what the learners will have to do as they work their 

way through the web quest. 

Process: This part guides the learners through a set of activities and research tasks, using a set of Internet-

based resources. 

Resources: The resource stage lists useful Web sites that will help learners to complete the task as well as 

widen their knowledge in the field of concern. 



AsiaCall Online Journal (ISSN 1936-9859) 2013 – Special Issue – AsiaCALL2012 Proceedings, Nguyen Thi Thu 

Evaluation: This part explains clearly how the final outcome will be graded and evaluated. It can involve 

learners in self-evaluation, comparing and contrasting what they have produced with other learners, and 

giving feedback on what they feel they have learnt and achieved. 

Conclusion: This section helps to close the quest. It reminds the students about what they have learned, and 

perhaps encourages them to extend the experience into other fields (Gavin Dudeney & Nicky Hockly, 2007). 

The structure of a WebQuest is flexible depending on the topic, the content, the subjects of the WebQuest and 

the author’s purposes in designing the WebQuest.  

 

Webquests – A Pedagogical Perspective 

A WebQuest combines the benefits of the constructivist approach, inquiry-based learning approach, project-

based approach and cooperative learning.   

Constructivist approach  

A WebQuest is in fact a constructivist lesson format. Constructivism has been regarded as both a philosophy 

and a theory of learning. By changing the focus of the classroom from teacher dominated to student-centered 

using a constructivist approach we could yield positive results. Using WebQuest, learners have to activate the 

mental processing which results in understanding and the creation of meaning from their own experiences. It 

is the constructivist learning approach and the profound influence of technology on education that require the 

utilization of authentic activities to give the learning situation a purpose and meaning.  

  

Inquiry-based learning  

Torres (2005) believed: “a WebQuest for teaching and learning a second language is an inquiry oriented 

activity placed in a relevant thematic context, in which the development of the task implies using web 

resources and developing high order thinking processes in a collaborative environment. At the same time, it 

provides the students the opportunity to learn and put into practice some linguistic skills, supported by a set of 

linguistic and procedural scaffolding.   

 

Project-based learning (PBL)  

PBL is an instructional student-centered educational approach in which students work in teams to explore 

real-world problems and create presentations to share what they have learned. (Warschauer., 2000).  

The following can be seen as reasons for using Internet-based projects in the classroom: 

1. There are a structured way for teachers to incorporate the Internet into the language classroom, on 

both a short-term and a long-term basis. No specialist technical knowledge is needed either to produce 

or to use Internet-based projects. However, it is certainly looking around on the Internet to see if 

something appropriate already exists before sitting down to create your own project. 

2. More often than not, they are group activities and, as a result, lend themselves to communication and 

the sharing of knowledge, two principal goals of language teaching itself. The use of projects 

encourages cooperative learning and therefore stimulates interaction. 

3. They can be used simply for language learning purposes, but can also be interdisciplinary, allowing 

for cross-over into other departments and subject areas. This can often give them a more ‘real-world’ 

look and feel, and provide greater motivation for the learner. 



AsiaCall Online Journal (ISSN 1936-9859) 2013 – Special Issue – AsiaCALL2012 Proceedings, Nguyen Thi Thu 

4. They encourage critical thinking skills. Learners are not required to simply regurgitate information 

they find, but have to transform that information in order to achieve a given task. 

(Gavin Dudenney & Nicky Hockly, 2007: 44) 

 

WebQuest for Content-based Language Learning  

WebQuests are activities specially suited to content-based language learning; students perform a real world 

task using authentic materials related to a topic within their academic discipline (Marco, 2002). According to 

Torres (2005), WebQuests are activities that meet the requirements of the three essential conditions for 

language learning “exposure, use and motivation”. March (1997) supported the point as saying that “The 

pedagogical principles of a WebQuest are to assign small groups of students with a challenging inquiry, 

provide access to an abundance of online resources, and scaffold the learning process to promote higher order 

thinking”.  

WebQuests can meet the four criteria for content-based activities below: 

1. Learning activities should provide more than one perspective on the content area. This is met by 

WebQuests, which offer a large number of Web pages with information on different aspects of a topic 

(Marco, 2002).  

2. Activities should present authentic content without oversimplifying it (Spiro and Jehng, 1990).  

3. Activities should incorporate visuals and other aids for making associations, since that facilitates 

deeper thinking (Craik and Lockhart, 1972). The Web pages used in WebQuests contain not only text, 

but also pictures, sound, and even animation.  

4. Activities should encourage the SQ3R formula: surveying, questioning, reading, recalling, and 

reviewing materials under study (Schmeck, 1986).  

 

WebQuest Design 

The  process  of  designing  a WebQuest  is  a  thoughtful  endeavour  that  does  not  require much  

computing  skills  or much detailed technical knowledge as numerous  templates  are  provided. Also, it is 

relatively easy to produce a professional-looking and workable design using any modern word processor. The 

skillset for making a WebQuest is similar to that for planning Internet-based lessons, and might be defined as: 

research skills, analytical skill and word processing skills. (Gavin Dudeney & Nicky Hockly, 2007). 

Mastering the above necessary skills, a WebQuest designer need to follow the basic steps in Webquest design 

and creation:    

First, planning beforehand: it may be of great value for those who want to design a WebQuest to visit some 

already designed pages. WebQuest creation should start with the decision on a topic based on the students’ 

needs or interests or just because it fits with their curriculum. Teachers should also be aware of  the 

consistency of  the online  resources,  indiscriminately gathering and  organizing  this  raw material  in  a  kind  

of  inventory. Additionally,  before  beginning  the WebQuest,  the main  question  – the  quest  in  itself-  that  

lies  behind  the WebQuest must  be  posed.  

Second, the first draft is produced in order to give the WebQuest a shape. At this stage, all the possible 

cognitive transformation tasks that could be involved in the quest are brainstormed even though the first step 

in the quest is simple information gathering. It may be highly useful to classify the web resources by means of 



AsiaCall Online Journal (ISSN 1936-9859) 2013 – Special Issue – AsiaCALL2012 Proceedings, Nguyen Thi Thu 

a definite criterion (i.e. information classification into topics, job-roles, perspectives, levels, etc.) and 

rigorously examine them for educational purposes.  

It would be useful at this stage to revisit the web for better resources or to change the WebQuest topic in itself. 

Special attention should be paid to establish a basic knowledge of the subject so that students can engage 

Third, the last step is actually writing the WebQuest. An HTML editor like FrontPage or Dreamweaver can be 

used. Creating a web page may be much easier when using a template that guides the teacher into the creation 

of the WebQuest. The most  challenging  aspect  of  this  part  is  to  ensure  a  really  engaging introduction  

that  catches  students’  attention  and  drives  them  naturally  into  the task/question. A general  introduction 

should be clearly stated at  the very beginning so that  later  on  it  may  derive  into  more  specific  roles  for  

students  to  develop. Transformative  thinking  tasks are better  introduced after students have completed  

their assigned  roles,  that  is, when  students are prepared  to  share different knowledge.  The conclusion also 

needs to pose a semantic sense that returns to the initial reasoning and engages learners into critical thinking 

of the skills developed through the activities they undertook.  Finally,  once  the  WebQuest  has  been  

implemented  and  revised,  a  server needs  to  be  found  to  deliver  the  final  version  of  the  quest. 

Alternatively,  some web pages offer free space where  the quest can be published or even saved  in  the hard 

disk of  a  central  computer  as  a  kind  of  intranet, when  access  to  the  net  is  inadequate  or inexistent. 

 

Research Questions 

In order to fulfill the research aims, this study is conducted based on the following questions: 

1. Does the utilization of WebQuest help improve reading skills of second-year students at the PPU? 

2. What is the students’ attitude towards the WebQuest-based learning and teaching of ESP reading? 

3. What are the difficulties of the students and teacher at the PPU in the employment of WebQuest in the 

reading course?  

 

Research Method 

The action research in this study was guided by the combination of Kemmis’s model and Beatty’s model 

which will be shown in the figure below. 

 

The model of Action Research in this study 

 



AsiaCall Online Journal (ISSN 1936-9859) 2013 – Special Issue – AsiaCALL2012 Proceedings, Nguyen Thi Thu 

In the research, the author played the role as the practitioner who designed the WebQuest, guided carried out 

the ESP program, observed and reflected it.  

The action research was carried out at the PPU involving the use of WebQuest in the teaching of ESP reading 

to second year students.  

The pre-questionnaire was delivered among 398 second-year students four months before the course. 44 

students in Class B2C1-D18 among these 398 students were randomly chosen for the research. Based on the 

students’ background, Internet and computer experience and skills as well as their needs and expectations 

concerning ESP obtained from the pre-questionnaire, the WebQuest-based reading syllabus was designed 

using intensive and extensive reading approaches. All 44 students involved in the study took the pre-test 

before the course. These students are equally divided into two groups: Control Group and Treatment Group. 

After 75 periods (6 weeks) of employing the Web-based course, the post-test and online survey was 

administered to 22 students in the Treatment Group to collect information for data analysis in order to answer 

the research questions.  

The action research, especially the process of designing and implementing the ESP reading program with the 

integration of WebQuest was a hard job as it required great time and efforts on different steps. Hence, it is 

necessary to give a brief description of all the instruments and participants in each step of the study. 

 

Instruments Participants Number of 

participants 

Steps 

in the action research 

Pre-questionnaire 2
nd

 year students in the 

academic year of 2009-2010 

398 Planning 

Pre-test Treatment group 22 Planning 

Post-test  Treatment group 22 Reflecting 

Observation sheet Teacher/  researcher 1 Acting/ Observing 

Post-questionnaire Treatment group 22 Reflecting 

A summary of all instruments and participants used in the action research 

 

Step 1: Planning 

In this sub-part, students’ learning goals and objectives together with their needs and expectations were taken 

into consideration based on the pre-questionnaire. The pre-questionnaire was administered four months before 

the Web-based course to all 398 second year students at the PPU in the preliminary research. The questions 

revolve around the students’ background of English, learning habits and hobbies, computer and Internet 

experience, etc. It was also essential for the teacher to discover possible problems in the class and find out the 

remedy to these problems beforehand. In short, the job of planning involves preparing materials and methods 

The students’ needs and expectations were taken into consideration in order to have a practical and applicable 

Web-based reading program. The findings from the pre-questionnaire, therefore, helped to ensure the validity 

and reliability of the program. 

 



AsiaCall Online Journal (ISSN 1936-9859) 2013 – Special Issue – AsiaCALL2012 Proceedings, Nguyen Thi Thu 

Step 2: Acting 

The design of the WebQuest named ENGLISH FOR POLICE in the reading course 

With full awareness of students’ learning goals and objectives together with their needs and expectations for 

the ESP reading program based on the information from the pre-questionnaire, the researcher designed and a 

Web-based reading course in which was integrated. Designing the WebQuest-based course, the author’s 

ambitions are to: (1) improve their reading competence both intensively and extensively as well as the 

understanding police-related terms; and (2) have students get used to the use of WebQuest with the 

availability of authentic materials. 

In this research, the WebQuest was considered as the teacher’s website, which consisted of five components: 

Introduction; Task; Process; Resources; and Conclusion. A brief overview of the course was presented in 

page Introduction; reading tasks were given in page Task.  Step-to-step directions for each task were shown 

in page Process and the links needed to refer to read both intensively and extensively were suggested in page 

Resources. Page Conclusion closed down the reading program and asked students to do the online-

questionnaire. There were totally six units in the reading course corresponding to the six specialized topics:  

(1) The police; (2) Crime Prevention and Protection; (3) Criminal Procedures; (4) Criminal Investigation and 

(5) Traffic Policing.  With each unit, the students could link the above five components in the WebQuest to 

see what and how they had to do their tasks. 

 

 

The screenshot of the WebQuest’ homepage 

 

Intensive Reading (IR) and Extensive Reading (ER) program in the course 

IR and ER were incorporated in this course 

To improve students’ IR skills, not only in-class activities but also out-of-class ones were carried out on the 

hope of having students work in teams to fulfill the tasks. The students, as team members, downloaded the 

worksheet of each topic’s instruction from the WebQuest. Reading the worksheet, students individually 

identified the purposes of the reading by highlighting the key words and phrases needed searching for in the 

texts. After that, they began to survey the texts to find out their organizations, headings, sub-headings, etc so 

that they could skim the texts for main ideas and scanned the texts for answers to the questions in the 

worksheet. The students could easily find out the definitions and methods of surveying, skimming and 

scanning which were hyperlinked in the WebQuest. After finishing individual work, students worked in teams 



AsiaCall Online Journal (ISSN 1936-9859) 2013 – Special Issue – AsiaCALL2012 Proceedings, Nguyen Thi Thu 

to compare the answers with other team members to finally decide on the team’s worksheet before sending to 

the teacher’s email by the deadline.  

To practice ER, as a home assignment, each team chose a topic that they were interested in from the Lists of 

topics for extensive reading in the WebQuest. The team could visit relevant websites in page Resources in the 

WebQuest or surf the Internet to read about the topic. The team members then worked together to make a 

PowerPoint presentation on the chosen topic and prepared for the in-class presentation in the next meeting.  

 

Step 3: Observing 

The job of observation in this research was done during the employment of the reading course. Participant 

observation was used in the study by the teacher/researcher to record impressions and reflections on the ways 

in which the students were related to the WebQuest in their ESP learning. The teacher’s observation focused 

on finding out the students and the teacher’s difficulties in this Web-based course. The researcher also took 

field notes on the attitude, feelings, participation, activities, and possible problems of each individual and the 

five teams in the Treatment Group. 

 

Step 4: Reflecting  

In this action research, while observing the implementation of the Web-based course, the teacher reflected on 

the student’s participation and attitude towards the program, the difficulties and obstacles hindering the 

teacher and the students, the level of effectiveness of the program and the outcomes. These were recorded in 

the observation sheet. It was then followed by the revising steps in which the teachers found out solutions to 

the difficulties and obstacles so as to have better preparation for the next circle of the action research.  

 

Findings and Discussion 

 

Summary of the findings 

From the pre-test and post-test 

The data of the pre-test and post-test analyzed by SPSS software reveal that the students who were employed 

in the Web-based ESP reading course made much improvement in their reading competence. This proves that 

the integration of the WebQuest in the teaching of ESP reading at the PPU was effective.  

 

From the post online questionnaire 

The findings were also enhanced by the positive feedback of the students towards the use of WebQuest 

through the online survey carried out after the course. The responses to the post-questionnaire show that the 

majority of students had positive attitude towards the newly-designed reading program and were satisfied with 

it as: the course was useful and interesting; the WebQuest was rich in content and well-designed; the Web-

based course helped the students improve their reading competence and Internet skills, enriching their 

vocabulary and specialized knowledge, and motivating the students to read extensively. In addition, they also 

gave some suggestions for a better integration of WebQuest in the ESP teaching of reading at the PPU such 

as: the time for the course should be longer. They also revealed that that would continue to use WebQuest 

after the course and tell others about it and expected to have more WebQuest-based programs for learning 

other subjects at the PPU. The responses also indicate certain difficulties encountered by the students during 

the course. These can be listed as: difficulty in reading long texts online; lack of time in fulfilling all the tasks; 

and problems with Internet access 



AsiaCall Online Journal (ISSN 1936-9859) 2013 – Special Issue – AsiaCALL2012 Proceedings, Nguyen Thi Thu 

From the observation 

The difficulties found out from the teacher’s observation sheet were generally in accordance with those 

discovered from the students’ responses to the online questionnaire. These difficulties were described more 

specifically in different stages of the course because the observation and reflections on the students, the 

program and the role of the teacher were recorded weekly. The observation sheet and the online survey also 

helped the researcher to investigate possible problems facing the teachers during the employment of the Web-

based reading course. However, these problems are not so serious and can be avoided in the future research in 

the field.  

 

Discussion 

During the acting step, the researcher/ teacher made great efforts in playing different roles at the same time as 

an observer, a facilitator, and an advisor while keeping an eye towards the students’ participation, encouraging 

students by giving them complements on their efforts or reminding them to finish the tasks on time, or giving 

them support or suggestions involving their difficulties in their learning of ESP reading. 

However, there exist some weaknesses revolving the job of the participants, the design and the employment of 

the course during the four previous stages in Cycle 1 of the action research. These can be the lack of support 

from colleagues in designing the WebQuest and difficulties in dealing with the students’ problems and 

managing the whole course. In fact, the students were sometimes overwhelmed by the burden of work they 

had to finish each weak; in reality, the reading texts were sometimes too long. Several students who are not 

used to reading long texts online felt hard to concentrate on their reading. The researcher/ teacher could not 

foresee the possible problems which would happen to the quality of the Internet. Thus, in order to have a 

better cycle of future action research, importance should be attached to the cooperation among colleagues in 

designing and implementing the WebQuest-based course, the length of the reading texts, time budget, the 

quality of the wifi system at the PPU in all the stages of the second circle of the action research, especially the 

planning stage. 

 

Conclusion 

The integration of WebQuest in the teaching of ESP reading helped to increase students’ motivation and 

participation; improve students’ Internet skills; provide students with more opportunities to expose authentic 

materials, interact with the target language and content area; enhance students’ problem solving and critical 

thinking; and develop students’ self-paced autonomous. And most importantly, the Web-based reading course, 

as a result, improves students’ reading competence, enriches their vocabulary and specialized knowledge, and 

motivates them to read extensively. WebQuest, thus, appear as a very suitable integration to immerse the 

students in the teaching and learning of ESP reading and in a real professional in which a whole project 

involving technology is done.  

 

 

 

 

 

 



AsiaCall Online Journal (ISSN 1936-9859) 2013 – Special Issue – AsiaCALL2012 Proceedings, Nguyen Thi Thu 

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