Motivated Learning Strategies and Critical Thinking: Evaluating the Effectiveness of WebQuest-Based EFL Teaching in Taiwanese Higher Education ^†

Abstract

We delved into the various studying approaches adopted through a survey of 56 undergraduates majoring in English using the WebQuest platform. How eagerly the students participated in learning with Pintrich’s Motivated Strategies was investigated. In the survey, a questionnaire was created and used as an assessment tool. In the course structure, the WebQuest methodology was used, supplemented by the Learning Object Review Instrument. The participants employed critical thinking abilities more regularly than effort-based tactics with WebQuest interactions. This demonstrates a direct link between the study approaches employed and the student’s motivation. The results have significant implications for educators, signifying that motivated studying in the WebQuest framework boosts the effectiveness of technology-assisted foreign language learning.

1. Introduction

Efficient learning methods are pivotal in student success and impact learners’ motivation [1]. However, different learning tactics have differing effects on students. Instructional assistance proves helpful in assisting learners in applying suitable strategies [2]. Pupils who consistently use learning techniques attain more notable outcomes than their peers who do not [3]. This highlights the importance of grasping and implementing suitable tactics in educational paradigms. Furthermore, pupils who actively employ various learning approaches on varying assignments retain knowledge more effectively than those relying on just one or two methods. The most dedicated students systematically focus on the course materials and discussions with peers to gain diverse viewpoints on the studied topics [4].

While previous studies have been extensively focused on the impact of studying strategies, more information is still needed regarding how these strategies are adopted in technology-enhanced settings. In today’s era, where education and technology are intertwined to a higher degree, educators need to integrate helpful tools into their teaching. These instruments must be efficient and align with sound pedagogical principles. Thus, assessing their effectiveness is crucial to improve students’ inspiration in technology-rich environments [5].

Educators are exploring different routes beyond standard instruction due to the increasing demand for skilled English speakers and are trying to find the most impactful strategies in English as a Foreign Language (EFL) learning. It is necessary to identify diverse and inspired studying strategies for university students to acquire successful language skills. Additionally, learners’ viewpoints regarding their experiences in the WebQuest environment need to be understood as digital learning increasingly is used in language study. Such results would provide a valuable basis on which to improve the productivity of language teaching in a consistently evolving educational environment. Thus, this study aims to enhance the present knowledge by offering precise and valuable information for educators, curriculum designers, and policymakers. The results of this study reveal the impacts and future of EFL teaching when connecting theoretical knowledge with practical application. Such a connection is vital in developing practical teaching strategies in EFL education.

2. Literature Review

2.1. Motivated Learning Strategy

Learning strategies facilitate long-lasting information acquisition. While focusing less on negative responses to errors, effective teaching techniques significantly impact student motivation. Current education emphasizes the reinforcement of strategies that prioritize enhancing engagement [6]. Motivated learning approaches are integral to student achievement. The evaluation of such approaches offers a basis for an understanding of the knowledge-gaining process so as to enhance the quality and efficacy of education. Implementing appropriate and inspiring instructional practices increases students’ motivation and strengthens their understanding.

Motivated learning style strategies influence an individual’s determination and the entire educational environment. Applying such approaches bolsters student motivation and contributes to enhancing learning outcomes. Comprehending and integrating these strategies into pedagogical methods is pivotal for successful teaching. This methodology fosters an atmosphere where pupils are actively involved in their learning, rather than passively receiving information. The shift towards a student-centered approach in education is pivotal. Aligning educational practices with students’ diverse learning needs and preferences improves the overall quality and efficiency of education.

Motivated learning strategies signify a transition to a comprehensive educational approach that cultivates an immersive and participatory learning setting. These strategies are beneficial in nurturing a sense of ownership and responsibility among students in education. They emphasize the student’s role in the knowledge-gaining process, allowing them to proactively engage in their education and develop a stronger and more personal connection with the material. Consequently, this results in a more meaningful and long-lasting educational experience, underscoring the vital role of motivated learning strategies in shaping the future of academic practices.

2.2. Motivated Strategies for Learning Questionnaire (MSLQ)—Learning Strategy Scale

Pintrich’s MSLQ incorporates a learning strategy scale with nine fundamental factors regarding how students regulate their learning processes.

The MSQL comprises a scale assessing the factors related to acquisition approaches. Each component is related to beneficial knowledge about how pupils engage and manage their cognitive processes. The initial method is “Rehearsal”, which involves reiterating data to boost memory retention. Furthermore, “Elaboration” enables students to connect fresh information and their preexisting knowledge, promoting more profound comprehension. “Organization” refers to the premeditated and systematic arrangement of information to enhance one’s understanding and retention. The scale progresses to “Critical Thinking”, which requires students to scrutinize, assess, and amalgamate information. Next is “Meta-Cognitive Self-Regulation”, a capacity in which students actively monitor and modify their acquisition to achieve improved outcomes. “Time and Study Environmental Management” emphasizes optimizing the study conditions and efficiently allocating one’s time, which is essential in achieving academic success. Moreover, “Effort Regulation” refers to the ability to modify the amount of effort exerted under the requirements of different tasks, ensuring that students maintain their adaptability and resilience throughout their learning. The last two factors encompass “Peer Learning” and “Help Seeking”. “Peer Learning” prioritizes the significance of cooperative learning and the interchange of ideas among students, cultivating a communal acquisition atmosphere. “Help Seeking”, however, signifies the essential skill of students to actively seek assistance when necessary, recognizing the significance of support in learning.

These factors encompass a wide range of deliberate strategies that students use to improve their learning, comprehension, and academic achievement. Instructors greatly benefit from a comprehensive understanding of these strategies, as it equips them with crucial insights to improve the overall student learning experience.

2.3. MSLQ—Motivated Scale

The creation of the MSLQ by Pintrich represented a significant advancement in educational research. This tool is used to effectively evaluate various aspects of student motivation and learning strategies. The MSLQ’s motivation scale comprises six fundamental elements:

• Intrinsic goal orientation to evaluate students’ intrinsic motivation;
• Extrinsic goal orientation to emphasize external incentives such as academic grades and rewards;
• Task value to assess the perceived significance of tasks;
• Control of learning beliefs to manifest students’ confidence in influencing their learning;
• Self-efficacy for learning and performance related to task accomplishment;
• Test anxiety to quantify the levels of stress experienced during evaluations.

The conception of Pintrich’s MSQL signified a formidable step forward in educational evaluation. In this innovative method, various facets of student motivation and study techniques are examined, offering a comprehensive framework for assessment. Renowned for thoroughly scrutinizing the intricate characteristics of student motivation, the MSLQ significantly enhances our comprehension of the ways in which learners participate in educational processes.

In the MSLQ, the motivation scale contains six fundamental elements. In “Intrinsic Goal Orientation”, a student’s inherent enthusiasm and curiosity are examined to learn about its benefits. “Extrinsic Goal Orientation” is focused on incentives such as marks and rewards. “Task Value” is a pivotal factor that evaluates learners’ views of the importance and applicability of academic tasks. “Control of Learning Beliefs” is related to how students perceive their ability to impact their learning results. “Self-Efficacy for Learning and Performance” is used to analyze pupils’ faith in their capacity to finish tasks and overcome difficulties. At the same time, “Test Anxiety” is determined as the level of stress and anxiety that learners experience during evaluations.

Pintrich’s MSLQ has played a pivotal role in enhancing the understanding of students’ motivation and learning mechanisms. Using the MSLQ, instructors and researchers can obtain indispensable knowledge to make educational methodologies more productive. The MSLQ approach is used to evaluate students’ motivation and study strategies, which are essential instruments in academic inquiry and influence teaching practices and learner-focused educational environments.

2.4. Digital Learning Strategies in CALL

The digital realm of language pedagogy has been radically transformed during the past half-century, with computers progressively permeating linguistic instruction. Chen [7] argued that an educational technology’s value must be judged based on whether positive pedagogical results are actualized. The evolution of educational technology reflects the rising popularity and proven usefulness of digital education in online learning systems, alongside the anticipated requirement for scholarly strategies [8]. While technological integration has accelerated language acquisition, implementation strategies need to benefit all learners. Thus, it is necessary to address such issues and opportunities in this digital age.

Computers have been repositioned in education from an extra tool to an indispensable one. Zhang, Wei, and Cao examined digital language learning apps in data technology and categorized the apps into two categories: those producing instructional materials—for instance, websites, emails, and online assets—and those applying learning management systems [9]. The web’s accessibility has prompted a significant shift in academic methods, as pupils at all levels of education, from kindergarten to college, are increasingly taking part in digital language study. Access to this vast expanse of knowledge has transformed methods of learning, enabling independent study via digital means such as structured online courses. Younger learners have embraced diverse apps to complement traditional modes of education, strategically blending digital and in-person learning techniques [10].

While the technologies for instruction have advanced learning, the debate continues around their impact on language acquisition [11]. Students embrace digital tools enthusiastically in their studies and lives, providing opportunities to modernize language education. However, the transformation of curricula requires pedagogical trade-offs with technologies [12]. Universities aim to serve students effectively. Recognizing the changing preferences, many experts have argued about blended approaches. The incorporation of digital aids aligns practices with the ways in which younger generations build skills. However, such changes risk being too “tech-friendly”. Thus, guiding technological change with learners’ long-term development in mind remains paramount. Each approach is appropriate for different groups of students. However, discussing technology’s role openly from different viewpoints strengthens diverse programs. Prioritizing inclusion and understanding influences instead of assumptions can lead to well-rounded reforms based on evidence. With the cooperation of stakeholders with different perspectives, language education can benefit from technology while avoiding potential pitfalls.

3. Method

3.1. Participants

A total of 56 undergraduates from the Department of Applied Foreign Languages at Taiwan’s Chaoyang University of Technology were recruited in this study. Participation was voluntary. Students joined a course called “Online Resources for English Educators” to grasp and master internet tools for the learning of English. The participants showed varied progress. Eleven participants were juniors, while 45 were seniors. The mixed group of participants offered diverse perspectives that enabled us to understand how internet resources are implemented and affect the effectiveness of English teaching.

3.2. Instruments

Three separate instruments were used to gather and analyze the data. We implemented the Learning Objective Review Instrument (LORI) for evaluation. The Zimmer Twins website was selected as it complements the methods in the WebQuest platform. The various content on the website offered short lessons and challenging materials. We assessed students’ motivation in using the website by using an updated version of MSQL. The Learning Objective Review Instrument played a pivotal role in assessing the suitability of different websites for this research project. After employing the LORI, we assessed whether Zimmer Twins was an appropriate source to ensure that the digital resources used in the study supported its aims. The selection process emphasized matching educational materials with instructional purposes. After validating the suitability of the chosen website, we investigated engaged learning strategies and practices for students in the WebQuest framework. The revised MSQL was used as it enables us to comprehend how pupils interact with and capitalize on the implemented approaches. The updated MSLQ was validated for its internal consistency and reliability, with a Cronbach’s alpha coefficient of 0.96. This ensured the significance of the results of this study.

4. Results

4.1. Learning Strategies in WebQuest Environment

Table 1. Frequency and distribution of learning strategies of participants.

Strategy	M	SD
Critical thinking	5.57	0.82
Elaboration	5.21	0.86
Help seeking	5.16	1.05
Meta-cognition and self-regulation	5.12	0.85
Time and study management	4.95	0.69
Organization	4.92	1.11
Rehearsal	4.84	1.17
Peer learning	4.73	1.24

outlines the participants’ mean scores for various learning factors. For rehearsal, they scored 4.84 on average, with a standard deviation (SD) of 1.17, while, for elaboration, they scored 5.24 with an SD of 0.26, suggesting consistent preferences. The average scores for organization and critical thinking were 4.92 and 5.57, with SDs of 1.11 and 0.82. For meta-cognition and self-regulation, the participants scored 5.12 and 4.95, with SDs of 0.85 and 0.69. Critical thinking exhibited the highest average score of 5.57, highlighting students’ strong inclination towards analytical and evaluative approaches. Self-efficacy, peer learning, and help seeking showed average scores of 4.13, 4.73, and 5.16 and SDs of 0.93, 1.24, and 1.05, respectively. The participants preferred critical thinking (5.57 with an SD of 0.82) to elaboration, help seeking, meta-cognition, self-regulation, time and study management, organization, rehearsal, and peer learning. This preference profile reflects the participants’ learning styles and strategic priorities

4.2. Students’ Perceptions of Learning Experiences in WebQuest Environment

We examined the connection between the diverse learning techniques and the inspiration of the participants who were studying English in an online environment. Pearson itemized connection coefficients were used to determine the significance of the relations. Connections between different learning systems and student inspiration were found, as shown in

Table 2. Correlations between learning strategies and motivation.

Strategy	Coefficient	Significance
Critical thinking	0.69	0.000 ***
Elaboration	0.73	0.000 ***
Help seeking	0.29	0.036 *
Meta-cognition and self-regulation	0.68	0.000 ***
Time and study management	0.21	0.128
Organization	0.42	0.002 ***
Rehearsal	0.58	0.000 ***
Peer learning	0.50	0.000 ***

Note. *** p < 0.001, * p < 0.05.

. A positive relationship between broadening and motivation (r = 0.73) and between broadening and essential thinking (r = 0.69) was found. The correlation coefficient between meta-cognition and self-efficacy was 0.68. The learning procedures of rehashing and peer learning, and their association, had positive relations with inspiration, with coefficients of r = 0.58, 0.50, and 0.42, respectively.

The results showed that the association between help seeking and motivation was moderate, with a coefficient of 0.29. Help seeking was a part of the learning process and impacted inspiration, but it was not as powerful as other systems. There was a correlation between time and study management and motivation, demonstrated by a coefficient of 0.21. Because of the weak relationship, time and study management was excluded from this study. The results can be used to study the correlations between different learning procedures and the differing levels of impacts on English language learning.

5. Discussion and Conclusions

We studied the diverse learning approaches utilized by university students majoring in English who actively used the WebQuest learning platform. Emphasizing the importance of critical thinking, the results showed that WebQuest improved their reasoning abilities. Elaboration, critical thinking, meta-cognition, and self-regulation influenced the learning process and the achievement of the participants’ learning goals in complex ways. These approaches motivated the participants through interconnections between the data and their prior learning, improving their cognitive capacities and encouraging independent study. Meta-cognition and self-regulation were important and reflected extrinsic goal orientation. These approaches necessitate attentive planning and the clear comprehension of the study process and they enhance students’ inspiration in striking ways. Critical thinking plays a vital role in developing self-efficacy. This individualized strategy facilitate spontaneous and imaginative thinking and enhances students’ inspiration and accomplishments. In contrast, routine rehearsal significantly reduces anxiety. This indicates how regular practice strengthens students’ self-assurance and eases pressure. These results emphasize the implementation of nuanced approaches with varying motivations to optimize the results. The intricate links between learning strategies and diverse motivating aspects are important and reflect a delicate and tailored academic approach.

The results of this study encourage administrators to deploy technologies that reflect the multiple facets of student motivation. Educators need to develop engaging and relevant educational methods by personalizing their instruction to support each student’s unique motivations and preferences. A sophisticated method with which teachers can customize their teaching to align with individual motivations is needed considering students’ preferred learning styles. Such a focused strategy would help to create an environment where students are inspired and proactively participate. Based on the results of this study, well-informed teaching methods can be established to enhance the quality and effectiveness of English as a Foreign Language education on the WebQuest platform.