A development of webquest modules to enhance English reading and writing abilities and learning engagement of undergraduate engineering students at Rajamangala University of Technology Phra Nakhon, North Bangkok Campus

Abstract

The research study was aimed at fulfilling four objectives: (1) to develop the WebQuest modules for "Technical English" course for enhancing students' English reading and writing abilities, (2) to investigate the effect of the integration of the developed WebQuest modules on reading and writing abilities of undergraduate engineering students, (3) to examine the effect of the integration of developed WebQuest in enhancing student engagement, (4) to examine the students' perceptions of the developed WebQuest modules. The study was conducted with a sample group of 40 undergraduate engineering students who were enrolled in the "Technical English" course in the first semester of the academic year 2008 at Rajamangala University of Technology Phra Nakhon, North Bangkok. The experiment was carried out for 14 weeks. Data were collected using the reading and writing achievement tests administered before and after the implementation of the developed WebQuest modules. The gained scores obtained from the pretests and the posttests were compared using paired sample t-test and Hedges' g effect sizes to measure the effects and the magnitudes of the effects caused by the developed WebQuest modules. In addition, a self-rating engagement questionnaire was distributed to the participants at the end of the course to investigate student learning engagement. Students' logs and teacher's diary were also employed during the implementation to collect qualitative data concerning students' perceptions of the WebQuest modules. A semi-structured interview was an additional means to investigate students' perceptions of the developed modules. Findings revealed that there was a statistically significant difference between the mean scores students obtained from the pretests and posttests of reading and writing achievement at a significance level of 0.05. The effect sizes calculated by using Hedges' g yielded the value of 1.19 and 2.17, respectively, which were considered large. The data obtained from the self-rating engagement questionnaire indicated that the level of the students' behavioral, affective and cognitive engagement was high when studying with the WebQuest modules. According to the qualitative data obtained from the students' logs and teacher's diary, the students revealed that the WebQuest modules were useful for enhancing their reading and writing abilities and the majority had positive perceptions of the implementation of these instructional modules.