A Flipped-Based WebQuest Model as an Alternative Proposal for Students of English as a Foreign Language in the COVID-19 Era

Abstract

To find alternative strategies to create meaningful learning for their students during COVID-19, teachers resorted to using digital tools. This paper aims at investigating the impact of the Flipped-Based WebQuest (FWQ) model on the improvement of English L2 writing competence among sixty-nine secondary education English as a Foreign Language (EFL) students in Egypt. The study adopted a quasi-experimental design with quantitative tools. Two groups of students were selected: a control group studying in the traditional way (face-to-face) and an experimental group learning English through FWQ. A pretest was used to assess students' L2 writing competence in both groups. After the intervention, a posttest was conducted to explore students' L2 writing skills gains in both groups. Additionally, a pre/post-anxiety questionnaire was used to check the effect of FWQ on decreasing L2 writing anxiety. The findings revealed that the FWQ model is effective in teaching English L2 writing skills and decreasing students' English L2 anxiety.