WebQuests as a Constructivist Tool in the EFL Teaching Methodology Class in a University in Macedonia

Government leaders, educators and the general public in most countries in the world, especially those less economically developed, believe that combining English language proficiency with skills in information technology will facilitate success in life (Warschauer, 2000, as cited in Fang & Warschauer, 2004) and provide the potential for that country’s population to connect to the rest of the world. Based on this belief, the education systems of many non-English speaking countries, among which the Republic of Macedonia, emphasize English language learning and development of technology skills in the schools from the earliest age. The term technology, as used in this study, refers specifically to the usage of computers and the Internet. However, although the Macedonian government has invested in equipping all schools with computers, the teachers are not using the computers as part of their teaching. This ongoing case study investigates whether introducing WebQuests as part of the Teacher Training curriculum at the university level can facilitate the integration of English language teaching and technology while simultaneously promoting a more student centered, constructivist approach to teaching. The author will present only the literature review on which she draws on for the current study and the methodology she used. At this point, findings of the study will not be presented as the study has not been completed,