الفهرس 
BACKGROUND AND PROBLEMOnly 14 pages are availabe for public view
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Abstract
This study investigated the effect of a suggested program based on WebQuest on developing academic writing abilities. The participants of the study were special diploma students (N= 30). The study utilized a mixed methods research design of collecting and analyzing quantitative and qualitative data. T- Test was used to verify the research hypotheses in order to examine the significant differences between the pre and post mean scores of the participants. SPSS was used to analyze the quantitative data of the pre- posttest statistically. In addition, Eta square formula (ŋ2) was used to measure the effect size. Results indicated that there are statistically significant differences at (0.01) level in the overall academic writing abilities and in each ability in favor of the post- test measure. Regarding the qualitative data, grounded theory was followed to gain deep understanding of students’ responses. It was found that Process-based academic writing instruction in an electronic learning environment that encourages peer review, making a reflection, and collaborative writing tasks, is an effective approach for developing academic writing. Furthermore, it requires new approaches, specifically, connectivist and navigationist approaches. The study recommends integrating improving thinking, researching, and technology use into academic writing instruction as an interwoven process. The study ends with some suggestions for further research.
Keywords: Academic writing abilities, WebQuest, Postgraduate students, Mixed methods research, Grounded theory approach.