The article defines the notion of quest in terms of using it as an instrument for foreign language teaching and accentuates the necessity of common quest features modification in order to achieve better results in practice. The author emphasizes the benefits of using quest technology today. Two types of quests are considered: WebQuests and LifeQuests. The author introduces definitions for both terms; refers to an existing WebQuests classification; enumerates various types of tasks employed for WebQuest implementation; points out structural elements as well as pays attention to the common stages of quest process division. Moreover, another type of quest, LifeQuest, is introduced. The article considers the main differences and similar traits of both quest types. The notion of LifeQuest, its peculiarities and characteristics are estimated. Some recommendations for structuring and organization of this technology are suggested. Besides that, control and assessment of the quest results are analyzed. Using observation and comparative analysis methods the author draws a conclusion that LifeQuests need to become a wise addition to WebQuests as long as the combination of both could have a positive effect on motivation of foreign language learners.