AN EXPLORATORY RESEARCH: ELT AND ELL STUDENTS’ TENDENCIES TOWARDS WEB 2.0 TOOLS

Serpil Uçar, Yeliz Yazici

Abstract


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.

 

Article visualizations:

Hit counter


Keywords


ELT and ELL students, Web 2.0 tools, language learning process

Full Text:

PDF

References


Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and

review of empirical research. Psychological bulletin, 84(5), 888

Arshad, A., Hoon, T. B., & Hashim, A. (2012). Tertiary students' application of web 2.0 for English language learning. Malaysian Journal of ELT Research, 8(2), 21.

Aşıksoy, G. (2018). ELT students’ attitudes and awareness towards the use of Web 2.0 technologies for language learning. Journal of Language and Linguistic Studies, 14(2), 240-251.

Balbay, S., & Erkan, G. (2018). Perceptions of instructors on using Web 2.0 tools in academic English courses. International Journal of Curriculum and Instruction, 10(2), 45-60.

Başal, A., & Eryılmaz, A. (2021). Engagement and affection of pre-service teachers in online learning in the context of COVID 19: engagement-based instruction with web 2.0 technologies vs direct transmission instruction. Journal of Education for Teaching, 47(1), 131-133.

Bener, E., & Yildiz, S. (2019). The use of blog activities to promote reflection in an ELT practicum. Australian Journal of Teacher Education (Online), 44(8), 38-56.

Caliskan, S., Uzunboylu, H., & Tugun, V. (2018). Pre-service teachers' views on the use of social network sites. Journal for Educators, Teachers and Trainers, Vol. 9 (2)

Cephe, P. T., & Balçıkanlı, C. (2012). Web 2.0 tools in language teaching: What do student teachers think. International Journal on New Trends in Education and Their Implications, 3(1), 1-12.

Cilliers, E. J. (2017). The challenge of teaching generation Z. PEOPLE: International Journal of Social Sciences, 3(1), 188-198.

Çeçen, G. (2020). Tertiary level EFL students’ perceptions regarding the use of Edmodo, Quizlet, and Canva within technology acceptance model (Tam) (Doctoral dissertation, Bilkent University).

Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010). Microblogs in Higher Education–A chance to facilitate informal and process-oriented learning? Computers & Education, 55(1), 92-100

Gambo, Y., & Shakir, M. Z. (2019). New development and evaluation model for self-regulated smart learning environment in higher education. In 2019 IEEE Global Engineering Education Conference (EDUCON) (pp. 990-994). IEEE.

Kayar, S. (2019). A Study on The Most Commonly Used Web 2.0 Tools Among Turkish High School Teachers OF English. Middle East Technical University.

Keleş, U. (2013). The perceptions of ELT students about the use of Web 20 tools, particularly wikis, in their future language classrooms (Doctoral dissertation, Bilkent University).

Kukulska-Hulme, A., Norris, L., & Donohue, J. (2015). Mobile pedagogy for English language teaching: a guide for teachers.

Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford University Press.

Levy, M., & Stockwell, G. (2013). CALL dimensions: Options and issues in computer-assisted language learning. Routledge.

Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 9.

Mosca, L., & Quaranta, M. (2021). Are digital platforms potential drivers of the populist vote? A comparative analysis of France, Germany and Italy. Information, Communication & Society, 1-19.

Oxford Dictionary (2019) Generation-Z noun - Definition, pictures, pronunciation and usage notes | Oxford advanced learner's dictionary at OxfordLearnersDictionaries.com. (n.d.). Oxford Learner's Dictionaries | Find definitions, translations, and grammar explanations at Oxford Learner's Dictionaries. https://www.oxfordlearnersdictionaries.com/definition/english/generation-z

Palli, S. (2020). The use of technology and Web 2.0 tools in English Language teaching and learning.

Putri, N. S. (2019). Kahoot application in English language teaching (ELT) context: An alternative learning strategy. ELSYA: Journal of English Language Studies, 1(1), 11-15.

Sari, M. I. (2019). The use of Web 2.0 tools for learning in EFL context: Pre-service teachers’ voice. Journal of Foreign Language Teaching and Learning, 4(2), 135-149.

Saricoban, A., & Kurum, E. Y. (2011). The implementation of collaborative web 2.0 tools in ELT classrooms.

Selevičienė, E., & Burkšaitienė, N. (2016). University students’ attitudes towards the usage of Web 2.0 tools for learning ESP. A preliminary investigation.

Sykes, J. M., & Thorne, S. L. (2008). Web 2.0, synthetic immersive environments, and mobile resources for language education. Calico Journal, 25(3), 528-546.

Stevenson, M. P., & Liu, M. (2010). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO journal, 27(2), 233-259.

Sur, E., & Yazici, Y. (2017). Design, Practice and Research: the Effects of Mobile and Web-Based Learning Systems. Journal of Computer Science, 5(1), 36-47.

Wang, S., & Vásquez, C. (2012). Web 2. 0 and Second Language Learning: What Does the Research Tell Us?. CALICO journal, 29(3), 412-430.

Yazıcı, Y., Uçar, S. (2017). The Attitudes of Pre-service EFL Teachers towards Computer Assisted Language Learning (CALL): The Case of Ondokuz Mayıs University. International Online Journal of Teachers in Collaboration, 1(1), 48-57.

Yazıcı, Y. (2017). U-Learning in Turkish EFL Context: ‘Sample Applications’. 1st International Black Sea Conference on Language and Language Education. Samsun, Turkey.

Yuen, S. C. Y., Yaoyuneyong, G., & Yuen, P. K. (2011). Perceptions, interest, and use: Teachers and web 2.0 tools in education. International Journal of Technology in Teaching & Learning, 7(2).

Yunus, M. M., Salehi, H., & Chenzi, C. (2012). Integrating social networking tools into ESL writing classroom: Strengths and weaknesses. English language teaching, 5(8), 42-48.




DOI: http://dx.doi.org/10.46827/ejes.v8i12.4059

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Serpil Uçar, Yeliz Yazici

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).