## 6 Discussion of the Results
### Suggestions for Improving Online CLIL Teaching
#### 6.2.2 The Lack of an Online CLIL Course Evaluation System  
The results of students' online learning differ from person to person, according to the majority of interviewers. Some students are effective learners who consequently continue to study effectively in online classes, while undisciplined students perform worse. However, when asked how they came up with their evaluations of their students, most of the interviewers gave subjective answers, with many basing their formative evaluation [43,44] on the way the students responded to questions in class and how they behaved in class. Only a few teachers included summative assessments, such as classroom exams, to evaluate students learning outcomes more objectively, and parent communication to know students more comprehensively. However, most instructors agree that a more structured and logical method to evaluate how well students are learning in online classrooms is still lacking, especially if they just transfer the offline exam paper into digital versions to act as online exams, which do not match the online class features. Consequently, in order to fill the evaluation system's gap, based on existing literature, [PERSON] [23] proposes the CLILQuest model by adapting WebQuest. WebQuest is a method for making good use of web resources in teaching and learning, guiding students to sift through the information available on the web and then integrate, analyze, and provide their own opinions. In general, a complete WebQuest can be divided into six components, which are summarized by [PERSON] [45] below. Introduction: an introduction to the motivation and contextual guidance for learning. Task: a description of the student's assigned task, including learning objectives, etc. Process: an organization and guide to the exploration process. Resources: links to websites or other resources. Evaluation: description of the requirements for completing this task and how it will be graded. Conclusion: description of the meaning of completing this study, which may suggest new questions or additional links and provide opportunities for extended learning. [PERSON] [23] designed CLILQuest based on the same structure of WebQuest described above. Although she claims that an evaluation component should be included in the structure of CLILQuest, her model lacks an evaluation section due to the germinal stage of the proposal, meaning they had not yet developed one at the time of publication. She proposes CLILQuest primarily as a preclass online task, which would be completed prior to the CLIL class or as a classroom activity. However, CLILQuest could also be turned into a web-based evaluation system for CLIL courses by simply changing the context in which it is used. For example, CLILQuest could also be used as an after-class exercise. For example, after teaching about climate change, the teacher uses the WebQuest website to set up an introduction to climate change, including tasks relating to real cases of global warming in the world, offering an after-class assignment for student assessment purposes. The proposed idea of CLILQuest, adapted from the website WebQuest, has great plasticity, with potential use as a prestudy before the class, a classroom activity during the class, or even an evaluation method after the class. The difficulty of the CLILQuest could be changed depending on which role the CLILQuest is designed to fulfill, meaning that it could be used as an effective postclass method of evaluation. CLILQuest is therefore one possibility for solving a key problem elucidated by both this research and previous literature, that CLIL online teaching needs a well-developed evaluation system. 6.2.3. The Lack of Effective Training for CLIL Online Teaching  
Many of the teachers interviewed were dissatisfied with the CLIL teacher training they received, in part because most of these trainings were organized by the schools themselves and lacked systematic teacher training organization.