Exploring Regulation and EFL Learners’ Attitudes in an Online Collaborative WebQuest Task

Mohammadi, Sima; Mohammadi, Elham; Nasiri, Mahdi

doi:10.30470/irelc.2025.2069177.1030

Exploring Regulation and EFL Learners’ Attitudes in an Online Collaborative WebQuest Task

Document Type : Research Article

Authors

Sima Mohammadi ¹

Elham Mohammadi ²

Mahdi Nasiri ²

¹ Department of English Language, Faculty of Literature and Humanities, University of Zanjan, Zanjan, Iran; School of Education, Deakin University, Melbourne, Australia

² Department of English Language, Faculty of Literature and Humanities, University of Zanjan, Zanjan, Iran

10.30470/irelc.2025.2069177.1030

Abstract

Self-regulation and inquiry-based learning tasks, while beneficial for successful computer-supported collaborative learning (CSCL) and attaining positive language learning outcomes, have remained under-implemented and under-explored in second/foreign language learning. The current study implemented a WebQuest task to explore how the use of regulation types and the learners’ attitudes are shaped and improved. The participants of the study were 60 Iranian junior high school EFL learners at a school context. Multimodal data were collected from multiple sources including 21 hours of video-recorded discussion sessions, event-contingent design reflective journals after each session, and semi-structured interviews with selected participants. A combined approach was adopted in the analysis of the qualitative data. The findings revealed that the design and implementation of the WebQuest in CSCL filled a significant pedagogical gap in the locally-produced textbooks and provided a collaboration-conducive guiding framework through which self-regulation, co-regulation, and socially shared regulation types developed progressively. Moreover, the thematic analysis showed the dynamicity of the learners’ attitudes as they changed from negative to highly positive. Furthermore, the WebQuest afforded a diverse range of language learning opportunities through collaboration and resulted in improved interest and motivation. The learners also displayed different competencies, such as critical-thinking and creativity during the WebQuest. The findings have pedagogical implication for inquiry-based tasks and promoting the use of regulation types in CSCL and online language learning environments.

Keywords

Self-Regulated Learning

Co-Regulation

Socially Shared Regulation

WebQuest-Based Activity

EFL Learners

Subjects