Abstract
<jats:p>That is, in essence, the promise of Web-Quest pedagogy first proposed by Dodge, Web-Quests are structured digital learning tasks that direct learners toward authentic internet resources in pursuit of a genuine communicative goal. This article examines how Web-Quests can be most effectively implemented in English language teaching (ELT), drawing on a systematic literature review, structural-comparative analysis, and classroom observation conducted at several State Pedagogical Universities in Uzbekistan. The findings identify six core implementation principles goal-orientation, problem-solving, interactivity, information reliability, step-by-stepness, and assessment transparency and document four categories of learning outcome: language development, cognitive growth, digital literacy, and learner autonomy. The article argues that a well-designed Web-Quest is not a digital add-on to the existing curriculum but a fundamentally different kind of language learning experience, one that develops linguistic, cognitive, and collaborative competences at the same time.</jats:p>