CALL: RAISING MOTIVATION AND AUTONOMY IN LANGUAGE LEARNING THROUGH A WEBQUEST PROJECT
The paper deals with the context of blended learning at university level and its opportunities of raising students’ autonomy through Computer-Assisted Language Learning (CALL). First of all, a theoretical framework is given by addressing the main concepts of applied linguistics dealt with in the paper. These concepts comprise learner autonomy, interdependent learning, CALL, and WebQuest. Next, a case study of a WebQuest project is presented. The project was a part of an online teacher-training course, a part of the University of Oregon Fall 2014 E-Teacher Scholarship Program, entitled “Building Teaching Skills through the Interactive Web”. The specific case that is discussed is the one of using WebQuests in a Business English class at B2-C1 level at the Faculty of Business Economics at Educons University in Sremska Kamenica, Serbia. The WebQuest gives the teacher an opportunity for creating an imaginary working environment which enables students’ responding to their peers, not the teacher. The basic hypothesis of the paper is that by using WebQuest interdependent learning, as a form of autonomous learning, is fostered. Throughout the project, using methods of class survey and interviews, the author comes to the conclusions that confirm the initial hypothesis i.e. the WebQuest actually fosters autonomy in language learning through interdependent learning.