Abstract
The purpose of this research was to investigate how gender, socioeconomic status, and year of study influenced the perspectives of prospective language teachers on the use of Web 2.0 technologies in language teaching. This research is an example of descriptive survey model. The participants consisted of 1st and 4th grade pre-service ELT teachers from a state university in Turkey. The data was gathered using an adapted version of the "Web 2.0 Attitude Scale" by Hartshorne and Ajjan (2009). The findings showed that although there were no statistically significant differences between the groups with respect to gender or family income, there were disparities in the outcomes related to the students' academic year of enrolment. As a consequence, neither gender nor socioeconomic status had any impact on how students felt about adopting Web 2.0 technologies in foreign language instruction, but that students' attitudes towards this trend changed for the better throughout the course of their academic careers. It was suggested that Web 2.0 technologies be introduced into the classroom at earlier stages of university education.
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