Why Use Kahoot! for Vocabulary Learning? 


Written by - Ozma Siddiqui
Image source: Wikimedia Commons- Kahoot! Image by Alisher Y

There is no doubt that the integrated skills approach to English language learning has become the order of the day due to the success rates. In her article, “Integrated Skills in the ESL/EFL Classroom,” ESL Magazine, Oxford states that “the integrated-skill approach, as contrasted with the purely segregated approach, exposes English language learners to authentic language and challenges them to interact naturally in the language.” However, technology driven instruction for targeted skills has also improved the classroom learning experience significantly.  The advent of ICT (Information and Communication Technology) with an emphasis on gamification has led to more interactive classrooms. Online tools like Kahoot! transform traditional classrooms into dynamic learning platforms with more student engagement and consequently, a higher probability of language acquisition.  Continue reading →

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Utilizing Value-Expectancy Theory in a Student-Centred ESL Learning Environment to Increase Learner Motivation 


Written by - Patricia Patel
Image Source: https://www.pexels.com/

How can ESL learners benefit from a student-centred learning environment? How can ESL teachers utilize a student-centred learning environment? The value-expectancy theory can serve as a framework for guiding student-centred learning.   Continue reading →

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The Power of One-on-One Tutoring 


Written by - Diana Lombardi

My experience ranges from teaching students in a private school from grades 1 to 5 to tutoring adults at the public library. My current experience, and the most rewarding one, is tutoring English at the Hamilton Public Library. We cannot disregard the power of one-on-one instruction. That one or two hours a week of attention can change a person’s outlook. Not only are we teaching them English, but we are also trying to boost their self-confidence in a world where they need to navigate, learn, and jump back up after rejection or criticism. Continue reading →

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AI? No, Thank You. I’d Rather Stick with My Teacher.  


Written by - Setareh Dabbagh

Teaching and learning in the age of AI is fascinating for both teachers and students. Both can largely benefit from this phenomenon, making their journeys much more efficient. Of course, we all know when AI can backfire, and to be frank, as an ESL teacher, I think it backfires when irresponsibility creeps in on both ends. This blog post, however, isn’t focused on this issue. Instead, I’m going to focus on those who are responsible and committed to learning. I’d like to share my opinion and my experience in class when students eventually told me, “AI? No, thank you. I’d rather stick with you, human teacher.” 

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Re-visiting webquest


Written by - John Allan @mrpottz

In September 2015 I posted a TESL Ontario blog about revisiting WebQuests. Since then WebQuest founder Bernie Dodge closed his WebQuest site as well as its sister WebQuest archive resource QuestGarden. As well,  Zunal.com has closed.  As WebQuests have been such an established and relevant activity for language teachers and learners, digital alternatives must be found or developed to fill this void.     

This post offers five alternatives to traditional WebQuest editors.  Links to WebQuests created with these tools are also shared.  These tools may take more effort to produce WebQuests, but they use contemporary productive technologies and work well on most device types. 

What is a WebQuest?

WebQuests are inquiry-based learning activities in which students use information from the web to complete tasks or solve teacher defined problems on issues related to module topics. They typically involve students exploring specific resources provided by the teacher, often in a structured format to encourage deeper understanding and critical thinking on a given topic. To summarize, WebQuests support student learning  through problem solving or knowledge building activities.  

Why use WebQuests with your classes?  

WebQuests promote: 

  1. Students deal with real-world issues and problem solving. 
    • higher order thinking
    • brainstorming activities
    • co-operation through group work
    • organization through the WebQuest structure
    • presentation or debating skills
  2. WebQuests can be embedded into learning management system.  
  3. No coding is required to assemble a WebQuest. 
  4. WebQuests promote group work.  
  5. Final projects may be transformed into activities or presentations.  
  6. Learners enhance their technology skills  by actively engaging with current technologies. 

Potential Student Projects 

Authors of WebQuests guide their learners to create a final project. This is done in the task section of the WebQuest.  These may include: 

  • web pages 
  • word processed documents  
  • videos/audios/animations 
  • books/magazines 
  • debates 
  • display boards 
  • social media presentations  

WebQuest structure 

The most common format promoted by Bernie Dodge has been the HTML IFrames format.  This is a three parts webpage.   

  • Title page, at the top of the screen 
  • Navigation page, on the left of the screen 
  • Main information page, in the centre of the screen 

Many contemporary WebQuests do not follow this format.  Some are simple web pages or linear documents while others are slide presentations.  

The WebQuest structure is generally consistent. 

  1. The Introduction that introduces the task and provides background information. 
  2. The task description which explains student expectations. 
  3. The process that provides students with the steps to follow. 
  4. The resources that can include books, media, mostly online to help learners with their research. 
  5. The evaluation structure which is normally in the form of a rubric. 
  6. A conclusion that wraps up the WebQuest and encourages student reflection

WebQuests Creating Tools 

Here are five ways that you can create WebQuests to provide relevant and engaging.  Choose the tool that matches your technical skillset. There are more digital tools out there that you can use to create WebQuests.  If you are aware of these, consider contributing a comment below to enrich our teaching and learning community.  

  • Moodle Books allow instructors to create a WebQuest with a digital book-like format containing multi-page resources and a table of contents of hyperlinks to WebQuest pages. This provides an  intuitive navigation for learners. Pages can include embedded multimedia and hyperlinks. 
  • WebQuest created with the H5P course presentation tool provide a horizontal slide based WebQuest.  These are intuitive to navigate, can have a navigation menu, and report student engagement to an LMS.   
  • Google Site  creates a webpage WebQuest. The presentation is familiar to learners which allows for intuitive navigation.  The site can be accessed by learners separate from an LMS if a school LMS is not available. Only a free Google account is required to create a Google sites WebQuest page.  
  • PowerPoint is a familiar technology to most learners.  In a WebQuest group it is anticipated that one learner will have the ability  to navigate the WebQuest with its single click navigation.  These can be exported as PDF documents if required by institutions without a Microsoft licence. 
  • Microsoft Word is also a  technology familiar to most learners. This method of making a WebQuest is targeted at producing a paper or digital document that can be read in a linear fashion from top to bottom   These can be exported as PDF documents if a shareable digital document is required. 

Final thoughts 

Alternate tools for creating WebQuests for student use have been offered with examples. Due to the WebQuests guided assignment format, many digital tools can be used to create WebQuests.  You can choose the tool is best for your learners.  A good practice is to create your web quest on a word-processed document and then transfer the information to another technology such as H5P.  

Want to learn more about creating WebQuests? 

Register for the Tutela webinar session  
Friday, Feb 21, 2025  
7:00 PM ET 

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Teaching Lower Level Students with ABI


Written by - Derek Czajkowski

Many lower level students are living with the effects of Acquired Brain Injury (ABI) from trauma, such as concussions, infection, and strokes. They struggle, while other students are learning and progressing. No matter how many times and ways we cover the same material, do the same activities, these struggling students still battle and labour to learn. It’s a situation of snakes and ladders. One day they seem to get it, have some sort of breakthrough, only to return to their old patterns of difficulty. Teacher and student have to begin all over again.

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Encouraging Critical Thinking in the Classroom


Written by - Ozma Siddiqui
Background concept wordcloud illustration of critical thinking strategy glowing light
image source: bigstockphoto

The recent buzzword in second language or foreign language teaching is critical thinking. Studies confirm that promoting critical thinking in the classroom yields long term rewards in terms of helping students to think for themselves, analyze the meaning of language and take ownership for their learning. Moreover, critical thinking enriches the language learning experience and makes it more meaningful. 

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Artificial Intelligence: Are Educators Secure? 


Written by - Patricia Patel

Artificial intelligence is a quickly growing technological development that is rapidly transforming various sectors of society. Also referred to as “machine intelligence,” artificial intelligence (AI) is demonstrated by non-humanoid or humanoid robots that behave similarly to humans, and this technology can be applied to businesses in order to enhance and improve operational efficiency (Prentice et al., 2019). 

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Language Instructors & NotebookLM


Written by - John Allan @mrpottz
A screen grab of a NotebookLM Notebook.
A screen grab of a NotebookLM Notebook.

The hype pinnacle was NotebookLM’s podcasts, termed “audio overview,” that created deep dive AI generated podcasts. The AI hosts present realistic human voices to simulate engaging audio discussions based on the content of input documents. Beyond the appealing podcast generation feature, can this tool offer educators potential ways to transform the way they design and deliver language instruction?  Continue reading →

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