Аннотация
This chapter investigates the potential of WebQuests as an innovative instructional strategy for enhancing extensive reading skills in English language learning, with a particular focus on the educational context of Kazakhstan. Despite the global interest in WebQuest-based learning, its application in Kazakhstani schools remains limited. The primary purpose is to develop, test a structured, learner-centric algorithm for integrating WebQuests into extensive reading instruction and to evaluate its effectiveness in improving advanced reading strategies. The chapter is structured into several key sections. First, it provides a theoretical overview of WebQuests and extensive reading. It outlines the design of a practical algorithm for WebQuest implementation, adapted to local educational needs. The methodological section describes an experimental study conducted with a focus group of secondary school students, as well as survey research involving rural teachers. Both qualitative and quantitative research methods were employed, including questionnaires, focus group discussions, observation, and analysis of learners’ performance during WebQuest tasks. The findings indicate that WebQuests positively influence learners’ motivation, engagement, and ability to apply advanced reading strategies, while also fostering digital literacy and collaborative skills. At the same time, the results highlight significant challenges, particularly the insufficient level of digital competence among educators and the need for targeted professional development. The study emphasizes the importance of adapting WebQuest content to the cultural and educational context of learners. The article concludes with the development of a methodological guide and practical recommendations for educators and learners. Outcomes aim to support the effective integration of WebQuests into extensive reading instruction.