Abstract
<p>The research aims to reveal ELT and ELL students’ tendencies towards the application of Web 2.0 tools in language learning process and to reveal whether the department and gender had a significant effect on the attitudes towards Web 2.0 tools for academic purposes. The research also investigated the sorts of Web 2.0 tools ELT and ELL learners use for academic purposes. The participants were 94 students from English Language Teaching (ELT) and English Language and Literature (ELL) departments at Tokat Gaziosmanpaşa University. The overall results of the research have shown that majority of learners use Web 2.0 tools to enhance vocabulary, listening comprehension, reading, speaking skills and finally their writing skills. The findings also illustrate that participants are conscious of the existence of these tools and they generally have a positive tendency towards the implementation of these tools in their language learning process. Furthermore, social networking sites were the most favored tools by students for academic purposes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0980/a.php" alt="Hit counter" /></p>
Highlights
The findings demonstrated that knowledge sharing sites (M=3.20, SD=1.18), wikis (M=2.84, SD=1.26), and blogs (M=2.77, SD=1.02) were most preferred technologies used by English Language Teaching (ELT) and English Language and Literature (ELL) students
This study investigated to reveal ELT and ELL students’ attitudes towards the implementation of Web 2.0 technologies in language learning process in six dimensions on the model Technology Acceptance Model (TAM) identified by Arshad et al (2012) and to reveal whether the department and gender factors influenced the tendency towards Web 2.0 tools for academic purposes
The findings illustrated that participants know the existence of the Web 2.0 tools and they generally had a positive inclination towards using Web 2.0 tools in their language learning process
Summary
Stevenson & Liu (2010) examined the purposes of Web 2.0 tools in language learning activities and they found that the users generally tend to choose according to the content, quality and the skills they need to master. They are willing to allocate more time and effort on language learning which has been a key element for learning. These tools increase the interaction, communication and motivation of the learners and effective on learning language skills in authentic environments (Gambo & Shakir, 2019). What kind of Web 2.0 technologies do ELT and ELL students use for academic purposes?
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