As we all know, Webquests were invented by Bernie Dodge and Tom March at San Diego State University in 1995. A WebQuest is a learning activity used by educators. During this activity learners read, analyze, and synthesize information using the World Wide Web. The students nowadays are familiar with using computer and searching online. On the other hand, the teachers today have more difficulties about creating a webquest by themselves. There is no doubt that it takes time to finish a good webquest. From Tom March’s article, the definition of a well-designed Webquest is a combination of research-supported theories and the effectiveness of using the internet for dependable instructional practices. Question one: In March’s article, he presents three examples of WebQuests that he feels are bad examples. Why? In Tom March’s article, he provided three examples of WebQuests that he feels are bad examples. First and foremost, a group of students plan a road trip in the United States and be prepared to present it by the Power Point Slides. Therefore, teacher assigned students in the group charge different parts of the assignment. For example, one may need to find the attractions in the states and arrange the budget and another student need to book the accommodations and organizing meal. Form my pint of view, there are several disadvantages on this Webquest example. It is not a well-designed Webquest because there is nothing about researched supported theories. Moreover, there is no clear and understandable processes that tell the learners how to do. Let’s take a glance at the second example that was mentioned in Tom’s article, the same problems happened in this Webquest, too. There is no instruction which tell the learner how to do step by step. Last example shows that the word “students” is not suit the require guild of making a well-designed Webquest, we can use “you” here. To combine the reasons of the three bad examples of Webquest, there is no useful links for students to request and there is no clear instruction that tell the learner what to do and how to do. Question 2: As you are looking at the WebQuests, think about what you have read, but also think about what appeals to you. Which WebQuests successfully motivate you to complete the task? What is it about them that keeps you interested. what the best WebQuests had in common.?…The best webquests inspire students to see richer thematic relationships, to contribute to the real world of learning, and to reflect on their own metacognitive processes.” A teacher can search for WebQuests on a particular topic or they can develop their own using a web editor like Microsoft FrontPage or Dreamweaver. When I mad my own Webquest as a final project of EESL 521, I evaluate a successful Webquest in three ways. First, the well-designed WebQuest allows students to increase their computer technology skills, do research, and discover what they didn’t know or just now a bare knowledge. Second, WebQuests can be done solo, with a partner, or in small groups. Third, the instructions on the process pages should be very clear and with lots of available useful links. Web Quest Examples Webquest examples in http://www.webquest.org/search/index.php When type “tour” in the search blank, it showed “23 WebQuests found.” Therefore, I clicked into every Webquest and look up each pages. Some of them are designed for young learners and some of them created for ESL learners. There are two Webquest that I love share with you and I would definitely use it in my class. First one called “Discover London Webquest”, it’s visual able and the process part is very clear to understand. Another Webquest that I love to use is “Washington DC Class Webpage Project!”. This Webquest has very clear teacher information and it’s really help ESL teachers to make their teaching plan easily. I’d live to use them as a new tech-material in my English class, my students are all Digital natives and they surely loved it. read less