WEB 2.0 TOOLS IN LANGUAGE TEACHING: WHAT DO STUDENT TEACHERS THINK (original) (raw)

English Teachers' Views on the Use of Web 2.0 Tools in Educational Environments

Asian Journal of Education and Training, 2021

New practices that support the use of technology in education are developed in order to create a modern education-training process within the framework of quality and efficiency standards throughout the world. Web 2.0 tools that help to make the most of technology in educational environments are one of these applications. It has been proven that Web 2.0 tools, which were used in education in Turkey in 2009, increase the motivation of students and increase their academic success. Teachers' professional development accelerates by producing new materials with these tools, and cooperation, communication and coordination among colleagues increase. The aim of the study is to reveal the opinions of English teachers working in Elazig about the use of Web 2.0 tools in educational environments. The study is based on the situation analysis technique, which is one of the qualitative research methods. The interview form developed by the researchers was used as the data collection tool. The working group consists of 30 English teachers working in Elazig province of Turkey. The responses of the participants to the questions in the interview form were subjected to content analysis, categories were created, and frequencies and percentages were determined. According to the results of the research, teachers generally have positive perceptions of Web 2.0 tools, they generally use these tools for content development, Web 2.0 tools provide positive contributions to classroom management and student development.

ELT students’ attitudes and awareness towards the use of WEB 2.0 technologies for language learning

Journal of Language and Linguistic Studies, 2018

Web 2.0 technologies provide rich resources and environments for both educators and students in English learning and teaching processes. In this context, the aim of this study was to investigate the ELT students’ attitudes towards the use of Web 2.0 tools to improve their language skills and to identify the Web 2.0 tools used by the students. The study conducted with the descriptive, survey design was carried out in the spring semester of 2017-2018 academic year. The sample of the study was composed of 207 students studying in the English Language Teaching department at Gazi University and Hacettepe University Faculty of Education. The data of the study were obtained by using the “Attitude questionnaire for Web 2.0 tools”. The study found that students were aware of the existence of Web 2.0 tools used in Learning English and that they had a positive attitude towards the use of the tools. The findings have shown that the vast majority were aware of the Web 2.0 tools in language learn...

The Use of Web 2.0 Tools in the Foreign Language Classroom

Journal of Educational and Social Research

The present study aims to investigate the role that Web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a foreign language. The study is part of an ongoing project on the integration of Web 2.0 tools in teaching Arabic as a foreign language and the attitudes of the learners towards them. The design of the study is pre-post, experimental-control group. The sample consisted of (30) students: an experimental group (n=15) and a control group (n=15), doing their BA in Arabic and Islamic Studies at the International Peace College South Africa (IPSA). The experiment took place in the Language Skills module for 12 weeks. A technology-enhanced programme that utilises a myriad of Web 2.0 tools was used in teaching the experimental group. The control group students, however, were taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study concl...

Web 2.0 tools: A new dimension to Language Teaching /Learning Process

Social Science Research Network, 2022

Abstract English Language Teaching /Learning is always quite enchanting because it demands new trends in its process. Since the Internet has affected all styles of learning in general and language learning in particular, language teachers and learners are expected to be effective in exploiting the use of ‘learning technologies’ well. Collaborative learning style has become the need of the hour in the English classroom by turning the teacher into a facilitator having a stress-free environment. Exactly here, Web 2.0 tools can push the boundaries of a traditional way of doing things to mix things up to make learning more engaging than ever before. These tools bring a new dimension to learning language by proving the old saying ‘show, don’t tell’ by letting the content of the classroom be shared among everyone anytime, anywhere. These tools help the language teachers to get connected with their students even outside the classroom making the learning more amusing as the learners are tech-savvy today. In the present global scenario, teachers are expected to incorporate the new techniques in their classrooms as technology is the very breath of every walk of life. Web 2.0 is all about ease of use. They make the process simple and accessible. This paper presents Web 2.0 tools used by the author and discusses their influence of them on teaching and learning the English language. Keywords: Web 2.0 tools, English Language Teaching/Learning.

An Exploratory Research: Elt and Ell Students’ Tendencies Towards Web 2.0 Tools

European Journal of Education Studies, 2021

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 f...

Perceptions of Instructors on Using Web 2.0 Tools in Academic English Courses

International Journal of Curriculum and Instruction, 2018

It is impossible to imagine a university instructor who does not make use of the internet today. The internet provides not only quick access to reliable research data but also certain programs that teachers can tailor to use in their own specific contexts and to interact with their students in practical ways. There might still be resistance to learning new technologies and adapting to them even in the most 'modern' work environments even among the relatively younger teachers. The aim of this study was to explore the ELT instructors' perspectives on the use of Web 2.0 technologies in university level academic English skills courses in an English-medium university, and to test whether a year-long regular training program made a difference in their perceptions and practice of the use of Web 2.0 tools in their teaching. 21 instructors from Middle East Technical University were offered regular training sessions on the practical uses of certain Web 2.0 tools such as, the Google Drive, Google Sheets, Google Slides, Google Docs, Google Forms, Kahoot, Mysimpleshow, Poll Everywhere, Nearpod, Mentimeter, Edpuzzle, and QR codes. A pretest and posttest to explore the instructors' knowledge of and attitudes towards Web 2.0 tools were administered before and after the series of training sessions to see if there were any significant changes. Also, follow-up interviews were carried out with the instructors who participated in the sessions to obtain a deeper insight into their perspectives. Both the questionnaire and the interview results revealed that there were significant changes in these instructors' attitudes towards the use of Web 2.0 tools.

Iranian EFL teachers’ perception, familiarity, and use of web 2.0 tools in TEFL

Teaching English with Technology, 2015

Following social-constructivist approaches in education, there has been a growing interest in employing Web 2.0 technologies in language classes. While the effectiveness of these digital teaching crafts has been corroborated in many studies (see Crook et al., 2008, for a survey), there is always doubt if they have reached a normalized state in L2 classes (Bax, 2003). This study, therefore, attempts to investigate the attitude of a group of language teachers towards the effectiveness of these emerging technologies in L2 classes. There were 53 participants in the study affiliated with universities, Ministry of Education, and language schools in Dezful. A questionnaire based on Son (2011) was designed in which Likert-scaled items were used to assess the factors of familiarity, perception, and use of online technologies in the classroom. The results suggested that most of the respondents exhibited low degrees of familiarity and use towards the technologies under investigation despite considering computerized tools as effective in the teaching-learning process. Besides, further explanations in semi-structured interview sessions indicated that most of the participants expected policy makers to incorporate supplementary Information Technology (IT) courses and facilities into teacher education and in-service programs as well as educational settings.

The impact of Web 2.0 in Education and its potential for language learning and teaching

The arrival of technology has transited the path for an increased use of the Web, allowing for access to diverse kinds of information and materials. With this advent of technology, a significant number of distinct technologies have been introduced to assist in human communication and interaction. Since the genesis of Web 2.0 technologies, people all over the world now have the Internet at their finger tips, and can execute communicative acts with little or no difficulty. In educational contexts, Web 2.0 is making great in-roads even though its full effectiveness still needs to be further researched in the said environments. The plethora of didactic technologies offers new and exciting opportunities for students and teachers. Since Web 2.0 is having a profound impact in educational institutions, and is yielding promising results, then there is a very strong possibility that it has the potential to impact significantly on the language learning and teaching process. Bearing in mind the afore-mentioned, this paper seeks to discuss the impact of the Web 2.0 in education and its potential for language learning and teaching. Keywords: web 2.0, web 2.0 technologies, web 2.0 tools, education, language learning and teaching, language teaching, language learning, technology, information and communication technologies (ICTs), computer mediated communication (CMC), computer-assisted language learning (CALL), mobile-assisted language learning (MALL).

Using the web 2.0 to enhance teaching english and learning experience in classrooms

Общество и инновации, 2021

The successful technology has been successfully applied for many years. Many ESL students have taken advantage of this to learn to speak fluently. ESL educators are now integrating Web 2.0 into classrooms. According to O'Reilly (2005), this type of technology improves end-user interaction. Therefore, teachers use Web 2.0 and an "engine" based on blogs, wikis and podcasts, with many opportunities for students. Web 2.0 offers students various activities that improve their learning and at the same time motivate them. Power tools are ubiquitous in Web 2.0 and complement the learning process by providing ESL students with an alternative to working with technologies they are familiar with. Classroom technology has been successfully applied for many years. Many ESL students have benefited from this in order to achieve fluency. ESL educators are now integrating Web 2.0 into classrooms. According to O'Reilly (2005), this type of technology enhances the end-user experience....