This paper reports on a study in which a task-based approach was
employed to prepare non-English major freshman students for the use of
web resources for English learning. Students’ engagement and perception
of confidence in using web resources were investigated through both
quantitative and qualitative research design and data analysis. Findings
suggested that the students fostered a level of confidence in using the
English-learning websites for different needs and found those sites to
be valuable in terms of offering interesting, interactive, and fun webbased
learning activities and materials. As the sessions progressed, it
was also found that the level of student participation and engagement
remained fairly constant and positive. Drawing from the findings, a
number of pedagogical suggestions are provided, and future studies are
recommended to enhance our understanding on the impact of Englishlearning
websites on the outcomes of student learning.
