ELT practitioners are experimenting with the use of blogs and wikis in their teaching contexts. Is use it to communicate with each other on a daily, hourly or instantaneous basis; is turn to it to learn more about issues that concern us; we can travel vicariously to the farthest corners of the world in a flash; we play games to entertain ourselves, download music and videos, and do our banking. Schools, as the prototypes of the communities that we live in, must obviously provide an education that not only embraces the Internet but also equips our students with the ability to use it (or whatever information technology advances it will lead to in the future) wisely, productively and for the benefit of society.

Considering the effect the Internet has had in everyday life, it would be unwise to keep our doors closed to the use of informational technology in our classrooms and not equip our learners with the skills they need to survive in the real world. This is perhaps the single most compelling reason which drives many educators to try integrating informational technology into the classroom; we perceive the need to provide a rational link between ‘education’ in ours schools and the contribution to society that students will make after graduation. There are plenty of alternatives for teachers who are willing to experiment and incorporate informational technology in their classroom teaching, both as an instructional aid and as a tool to facilitate learning. In this paper, the focus will be on one of these tools–the WebQuest.

This provides a description of the socio-cultural approach to online writing. The findings are then used to explore students’ experiences and perceptions of these innovative tools that are positive for the students' learning because it allows a deeper and more critical study of some specific subject