From WebQuest to LanguageQuest 

For language professionals the WebQuest model (Dodge, 1995) is appealing because it is seen to have the potential to help teachers of foreign languages to relate learning to the real world. Through the use of the Internet, a rich resource for language input materials and activities, learning can be enhanced, particular textbook based learning activities replaced and transdiscipline curriculum activities supported.

However,  additional characteristics need to be defined to optimise the WebQuest concept for Second Language Acquisition (SLA) specifically. After all the WebQuest concept is developed and being used for all subjects incorporated in the current school curricula. As a consequence it is rather generic and, more importantly, not very specific in its indications about those characteristics of tasks and task descriptions that account for their learning impact.

For the underpinning of these characteristics we found clues in certain insights from SLAtheory and from cognitive psychology (schema theory, constructivism, connectionism), on the basis of which we formulated a ‘multi feature hypothesis’, that enabled us to establish a set of rather simple additional criteria for WebQuests targeted especially at fostering SLA.

For more information see: the paper 'Can you tell a LanguageQuest when you see one? Design criteria for TalenQuests.