Çevrimiçi İngilizce Öğretimi ile Web 2.0 Araçlarının Öğrencilerin Tutum ve Başarısı Üzerindeki Etkisi

Abstract

This study investigates how Web 2.0 tools affect students' academic achievement and attitudes regarding learning English in distance courses. An experimental design with pre and post-tests was used in the study. The participants were divided into groups based on the equality of their pre-test scores in terms of the dependent variable of the study, English language course achievement. Accordingly, while Web 2.0 tools were the independent variables, academic success and attitudes towards the English lesson Dreams theme were the dependent variables of this research. A total of 24 seventh-grade students (12 in the experiment group and 12 in the control group) participated in this study from a secondary school in Samsun, Black Sea Region. Both groups received instruction via distance education in English because of the global impact of COVID-19. The experimental group used Web 2.0 tools during lessons, while the control group used the English language curriculum without using these tools. The achievement test was conducted as a pre and post-test for the experimental and control groups. Additionally, data on attitudes were collected from the experimental group using the Middle School English Course Attitude Scale. It was found that the academic achievement scores of the experimental group were higher than those of the control group. Comparatively to the pre-test, the attitudes of experimental group students towards English language instruction have also improved. The findings of these studies provide suggestions for using Web 2.0 tools for teaching English in distance education. The integration and effective use of Web 2.0 tools facilitates teaching-learning processes and contributes significantly to the students' enthusiasm for the lesson, active participation, and success.