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Çevrimiçi İngilizce Öğretiminde Web 2.0 Araçlarının Öğrencilerin Tutum ve Başarıları Üzerindeki Etkisi / The Effect of Web 2.0 Tools on Students' Attitudes and Achievement in Online English Language Teaching

Year 2023, Volume: 14 Issue: 3, 251 - 266, 30.06.2023
https://doi.org/10.19160/e-ijer.1220927

Abstract

Bu çalışma, Web 2.0 araçlarının öğrencilerin akademik başarılarını ve uzaktan eğitimde İngilizce öğrenmeye ilişkin tutumlarını nasıl etkilediğini araştırmaktadır. Çalışmada ön ve son testlerden oluşan deneysel bir desen kullanılmıştır. Katılımcılar, çalışmanın bağımlı değişkeni olan İngilizce ders başarısı açısından ön test puanlarının eşitliğine göre gruplara ayrılmıştır. Buna göre, Web 2.0 araçları bağımsız değişkenler iken, akademik başarı ve İngilizce dersi Düşler temasına yönelik tutumlar bu araştırmanın bağımlı değişkenleridir. Bu çalışmaya Karadeniz Bölgesi, Samsun'daki bir ortaokuldan toplam 24 yedinci sınıf öğrencisi (12 deney grubu ve 12 kontrol grubu) katılmıştır. Her iki grup da COVID-19'un küresel etkisi nedeniyle uzaktan eğitim yoluyla İngilizce eğitimi almıştır. Deney grubu derslerinde Web 2.0 araçlarını kullanılırken, kontrol grubunda bu araçlar kullanılmadan İngilizce müfredatı uygulanmıştır. Başarı testi, deney ve kontrol grupları için ön ve son test olarak uygulanmıştır. Ayrıca, deney grubundan Ortaokul İngilizce Dersi Tutum Ölçeği kullanılarak tutum verileri toplanmıştır. Deney grubunun akademik başarı puanlarının kontrol grubundan daha yüksek olduğu bulunmuştur. Ön testle karşılaştırıldığında, deney grubu öğrencilerinin İngilizce eğitimine yönelik tutumları da iyileşmiştir. Bu çalışmaların bulguları, uzaktan eğitimde İngilizce öğretimi için Web 2.0 araçlarının kullanılmasının olumlu sonuçlar vereceğini göstermektedir. Web 2.0 araçlarının entegrasyonu ve etkin kullanımı, öğretme-öğrenme süreçlerini kolaylaştırmakta ve öğrencilerin derse karşı istekli olmalarına, aktif katılımlarına ve başarılarına önemli katkılar sağlamaktadır. Bu sonuçlara dayalı olarak İngilizce dili uzaktan öğretiminde Web 2.0 araçlarının kullanılması, yaygınlaştırılması ve geliştirilmesi önerilebilir.

References

  • Akçay, A., & Şahin, A. (2012). The effect of WebQuest learning method on academic achievement and attitude in Turkish lesson. Journal of Educational Sciences Research, 2(2), 33-45.
  • Almalı, H. (2020). The effect of teaching geography subjects using web 2.0 technologies in social studies education on students' academic achievement and attitudes (Unpublished master's thesis). Sivas Cumhuriyet University, Sivas, Türkiye.
  • Asiksoy, 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, 240-251. ISSN: 1305-578X
  • Aydoğmuş, M., & Kurnaz, A. (2017). Validity and reliability of middle school English lesson attitude scale. Journal of Research in Education, Science, and Technology, 2(2), 14-24.
  • Batıbay, E. F. (2019). The effect of Web 2.0 applications on motivation and success in Turkish lesson: Kahoot example. (Unpublished master's thesis). Hacettepe University, Ankara, Türkiye.
  • Bayar, A., & Karaduman, H. (2021). Views of high school students on the effectiveness of "english" course by means of a distance education. Shanlax International Journal of Education, 9(4), 359-373.
  • Bozna, H., & Yüzer, T. V. (2020). Digital natives' use of web 2.0 tools in learning a foreign language: A case study. Language and Technology, 2(1), 26-43.
  • Brereton, B., & Dunne, K. (2016). An analysis of the impact of formative peer assessment and screencast tutor feedback on veterinary nursing students' learning. The All Ireland Journal of Teaching and Learning in Higher Education, 8(3), 2941-2965.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Chomsky, N. (1975). Reflections on language. New York: Pantheon Books.
  • Chotimah, I., & Rafi, M. (2018). Kahoot as the alternative media in teaching reading. Proceeding Icon-Elite, 1(1), 167-174.
  • Cunningham, J. M. (2015). Mechanizing people and pedagogy: Establishing social presence in the online classroom. Journal of Asynchronous Learning Networks, 19, 34-47. http://dx.doi.org//10.30736/ej.v5i1.44
  • Den Exter, K., Rowe, S., Boyd, W., & Lloyd, D. (2012). Using web 2.0 technologies for collaborative learning in distance education-case studies from an Australian University. Future Internet, 4(1), 216-237. https://doi.org/10.3390/fi4010216
  • Gören, S., Gök, F., Yalçın, M., Göregen, F., & Çalışkan, M. (2020). Evaluation of distance education in the global epidemic process: Ankara example. Milli Eğitim Journal, 49(1), 69-94. https://doi.org/10.37669/milliegitim.787145
  • Gürbüz, S., & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Hartshorne, R., & Ajjan, H. (2009). Examining student decisions to adopt Web 2.0 technologies: theory and empirical tests. Journal of Computing in Higher Education, 21, 183-198. https://doi.org/10.1007/s12528-009-9023-6
  • Horzum, M. B. (2010). Investigation of teachers' awareness of Web 2.0 tools, frequency of use and purposes in terms of various variables. International Journal of Human Sciences, 7(1), 603-634.
  • Hoy, C. (2016). Using Edmodo to build personal learning networks and develop digital literacies. In Using Action Research to Explore Technology in Language Teaching: International Perspectives. London: British Council. ELT Research Paper, 16(06), 46–48.
  • Karadağ, B. F., & Garip, S. (2021). The use of LearningApps as a web 2.0 application in Turkish teaching. Child, Literature and Language Education Journal, 4(1), 21-40. https://doi.org/10.47935/ceded.897374
  • Kavuk, E., & Demirtaş, H. (2021). Covid-19 pandemisi sürecinde öğretmenlerin uzaktan eğitimde yaşadiği zorluklar. E-Uluslararası Pedandragoji Dergisi, 1(1), 55–73. Erişim bağlantısı: https://www.e-ijpa.com/index.php/pedandragoji/article/view/20
  • Meyer, K. A. (2010). A comparison of Web 2.0 tools in a doctoral course. The Internet and Higher Education, 13, 226-232. https://doi.org/10.1016/j.iheduc.2010.02.002
  • Özbal, A. (2017). Using web 2.0 tools in the development of writing skills (Unpublished master's thesis). Akdeniz University, Antalya, Türkiye.
  • Özdoğan, A., & Berkant, H. (2020). Examination of stakeholder views on distance education during the COVID-19 pandemic period. Milli Eğitim Journal, 49(1), 13-43. https://doi.org/10.37669/milliegitim.788118
  • Sarı, E. (2019). Examining the effectiveness of the science course designed according to Web 2.0 applications (Unpublished master's thesis). Düzce University, Düzce, Türkiye.
  • Setiawan, R., & Wiedarti, P. (2020). The effectiveness of Quizlet application towards students' motivation in learning vocabulary. Studies in English Language and Education, 7(1), 83-95. https://doi.org/10.24815/siele.v7i1.15359
  • Şimşek, S. ve Toprakçı, E. (2023). Milli eğitim müdürlerinin uzaktan yönetimde karşılaştıkları sorunlar. Uluslararası Liderlik Eğitimi Dergisi (ULED) 7(1), 53-66. TrDoi: https://trdoi.org/10.26023458/uled.1305008
  • Toprakçı, M. S., Hepsöğütlü, Z.B., & Toprakçı, E. (2021). Covid-19 salgını sürecinde öğrencilerin uzaktan öğretimde sorun kaynağı algıları (İzmir Atatürk lisesi örneği). E-Uluslararası Pedandragoji Dergisi, 1(2), 41–61. https://www.e-ijpa.com/index.php/pedandragoji/article/view/40
  • Toprakçı, E. ve Hepsöğütlü, Z. B. (2022). Anadolu lisesi öğretmenlerinin uzaktan öğretime ilişkin sorun kaynağı algıları. Uluslararası Liderlik Eğitimi Dergisi (ULED)/ International Journal of Leadership Training (IJOLT), 6(2), 1-14. TrDoi: https://trdoi.org/10.26023458/uled.1166943 Erişim: https://dergipark.org.tr/tr/download/article-file/2615800
  • Uzunboylu, H., Bicen, H., & Cavus, N. (2011). The efficient virtual learning environment: A case study of web 2.0 tools and Windows live spaces. Computers & Education, 56(3), 720-726. https://doi.org/10.1016/j.compedu.2010.10.014
  • Yavuz, B., & Toprakçı, E. (2021). Covid-19 pandemisi sebebiyle okulların uzaktan öğretim yapması ile ilgili internet forumlarında paylaşılan görüşler. Karaelmas Eğitim Bilimleri Dergisi / Karaelmas Journal of Educational Sciences 9 (2021) 120-139. https://dergipark.org.tr/tr/download/article-file/1699013
  • Yıldırım, İ. (2020). Investigation of the effects of web 2.0 tools on students' academic achievement, self-learning levels with technology and their attitudes towards science in the interaction of light and matter in the classroom. (Unpublished master's thesis). Kocaeli University, Kocaeli, Türkiye.

The Effect of Web 2.0 Tools on Students' Attitudes and Achievement in Online English Language Teaching / Çevrimiçi İngilizce Öğretiminde Web 2.0 Araçlarının Öğrencilerin Tutum ve Başarıları Üzerindeki Etkisi

Year 2023, Volume: 14 Issue: 3, 251 - 266, 30.06.2023
https://doi.org/10.19160/e-ijer.1220927

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. Based on these results, it can be suggested that Web 2.0 tools should be used, disseminated and developed in English language distance education.

References

  • Akçay, A., & Şahin, A. (2012). The effect of WebQuest learning method on academic achievement and attitude in Turkish lesson. Journal of Educational Sciences Research, 2(2), 33-45.
  • Almalı, H. (2020). The effect of teaching geography subjects using web 2.0 technologies in social studies education on students' academic achievement and attitudes (Unpublished master's thesis). Sivas Cumhuriyet University, Sivas, Türkiye.
  • Asiksoy, 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, 240-251. ISSN: 1305-578X
  • Aydoğmuş, M., & Kurnaz, A. (2017). Validity and reliability of middle school English lesson attitude scale. Journal of Research in Education, Science, and Technology, 2(2), 14-24.
  • Batıbay, E. F. (2019). The effect of Web 2.0 applications on motivation and success in Turkish lesson: Kahoot example. (Unpublished master's thesis). Hacettepe University, Ankara, Türkiye.
  • Bayar, A., & Karaduman, H. (2021). Views of high school students on the effectiveness of "english" course by means of a distance education. Shanlax International Journal of Education, 9(4), 359-373.
  • Bozna, H., & Yüzer, T. V. (2020). Digital natives' use of web 2.0 tools in learning a foreign language: A case study. Language and Technology, 2(1), 26-43.
  • Brereton, B., & Dunne, K. (2016). An analysis of the impact of formative peer assessment and screencast tutor feedback on veterinary nursing students' learning. The All Ireland Journal of Teaching and Learning in Higher Education, 8(3), 2941-2965.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Chomsky, N. (1975). Reflections on language. New York: Pantheon Books.
  • Chotimah, I., & Rafi, M. (2018). Kahoot as the alternative media in teaching reading. Proceeding Icon-Elite, 1(1), 167-174.
  • Cunningham, J. M. (2015). Mechanizing people and pedagogy: Establishing social presence in the online classroom. Journal of Asynchronous Learning Networks, 19, 34-47. http://dx.doi.org//10.30736/ej.v5i1.44
  • Den Exter, K., Rowe, S., Boyd, W., & Lloyd, D. (2012). Using web 2.0 technologies for collaborative learning in distance education-case studies from an Australian University. Future Internet, 4(1), 216-237. https://doi.org/10.3390/fi4010216
  • Gören, S., Gök, F., Yalçın, M., Göregen, F., & Çalışkan, M. (2020). Evaluation of distance education in the global epidemic process: Ankara example. Milli Eğitim Journal, 49(1), 69-94. https://doi.org/10.37669/milliegitim.787145
  • Gürbüz, S., & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Hartshorne, R., & Ajjan, H. (2009). Examining student decisions to adopt Web 2.0 technologies: theory and empirical tests. Journal of Computing in Higher Education, 21, 183-198. https://doi.org/10.1007/s12528-009-9023-6
  • Horzum, M. B. (2010). Investigation of teachers' awareness of Web 2.0 tools, frequency of use and purposes in terms of various variables. International Journal of Human Sciences, 7(1), 603-634.
  • Hoy, C. (2016). Using Edmodo to build personal learning networks and develop digital literacies. In Using Action Research to Explore Technology in Language Teaching: International Perspectives. London: British Council. ELT Research Paper, 16(06), 46–48.
  • Karadağ, B. F., & Garip, S. (2021). The use of LearningApps as a web 2.0 application in Turkish teaching. Child, Literature and Language Education Journal, 4(1), 21-40. https://doi.org/10.47935/ceded.897374
  • Kavuk, E., & Demirtaş, H. (2021). Covid-19 pandemisi sürecinde öğretmenlerin uzaktan eğitimde yaşadiği zorluklar. E-Uluslararası Pedandragoji Dergisi, 1(1), 55–73. Erişim bağlantısı: https://www.e-ijpa.com/index.php/pedandragoji/article/view/20
  • Meyer, K. A. (2010). A comparison of Web 2.0 tools in a doctoral course. The Internet and Higher Education, 13, 226-232. https://doi.org/10.1016/j.iheduc.2010.02.002
  • Özbal, A. (2017). Using web 2.0 tools in the development of writing skills (Unpublished master's thesis). Akdeniz University, Antalya, Türkiye.
  • Özdoğan, A., & Berkant, H. (2020). Examination of stakeholder views on distance education during the COVID-19 pandemic period. Milli Eğitim Journal, 49(1), 13-43. https://doi.org/10.37669/milliegitim.788118
  • Sarı, E. (2019). Examining the effectiveness of the science course designed according to Web 2.0 applications (Unpublished master's thesis). Düzce University, Düzce, Türkiye.
  • Setiawan, R., & Wiedarti, P. (2020). The effectiveness of Quizlet application towards students' motivation in learning vocabulary. Studies in English Language and Education, 7(1), 83-95. https://doi.org/10.24815/siele.v7i1.15359
  • Şimşek, S. ve Toprakçı, E. (2023). Milli eğitim müdürlerinin uzaktan yönetimde karşılaştıkları sorunlar. Uluslararası Liderlik Eğitimi Dergisi (ULED) 7(1), 53-66. TrDoi: https://trdoi.org/10.26023458/uled.1305008
  • Toprakçı, M. S., Hepsöğütlü, Z.B., & Toprakçı, E. (2021). Covid-19 salgını sürecinde öğrencilerin uzaktan öğretimde sorun kaynağı algıları (İzmir Atatürk lisesi örneği). E-Uluslararası Pedandragoji Dergisi, 1(2), 41–61. https://www.e-ijpa.com/index.php/pedandragoji/article/view/40
  • Toprakçı, E. ve Hepsöğütlü, Z. B. (2022). Anadolu lisesi öğretmenlerinin uzaktan öğretime ilişkin sorun kaynağı algıları. Uluslararası Liderlik Eğitimi Dergisi (ULED)/ International Journal of Leadership Training (IJOLT), 6(2), 1-14. TrDoi: https://trdoi.org/10.26023458/uled.1166943 Erişim: https://dergipark.org.tr/tr/download/article-file/2615800
  • Uzunboylu, H., Bicen, H., & Cavus, N. (2011). The efficient virtual learning environment: A case study of web 2.0 tools and Windows live spaces. Computers & Education, 56(3), 720-726. https://doi.org/10.1016/j.compedu.2010.10.014
  • Yavuz, B., & Toprakçı, E. (2021). Covid-19 pandemisi sebebiyle okulların uzaktan öğretim yapması ile ilgili internet forumlarında paylaşılan görüşler. Karaelmas Eğitim Bilimleri Dergisi / Karaelmas Journal of Educational Sciences 9 (2021) 120-139. https://dergipark.org.tr/tr/download/article-file/1699013
  • Yıldırım, İ. (2020). Investigation of the effects of web 2.0 tools on students' academic achievement, self-learning levels with technology and their attitudes towards science in the interaction of light and matter in the classroom. (Unpublished master's thesis). Kocaeli University, Kocaeli, Türkiye.

Details

Primary Language English
Subjects Studies on Education
Journal Section Educational Sciences and Sciences of Field Education
Authors

Seçkin CAN 0000-0002-6710-7633

Publication Date June 30, 2023
Published in Issue Year 2023Volume: 14 Issue: 3

Cite

APA CAN, S. (2023). The Effect of Web 2.0 Tools on Students’ Attitudes and Achievement in Online English Language Teaching / Çevrimiçi İngilizce Öğretiminde Web 2.0 Araçlarının Öğrencilerin Tutum ve Başarıları Üzerindeki Etkisi. E-Uluslararası Eğitim Araştırmaları Dergisi, 14(3), 251-266. https://doi.org/10.19160/e-ijer.1220927

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Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)


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