TY  - JOUR
T1  - The Effect of Web 2.0-Supported Gamification on EFL Students' Self-Efficacy in Online Learning Environments
TT  - Çevrimiçi Öğrenme Ortamlarında Web 2.0 Destekli Oyunlaştırmanın Yabancı Dil Olarak İngilizce Öğrenen Öğrencilerin Öz Yeterliliklerine Etkisi
AU  - Temel, Tuba
AU  - Cesur, Kürşat
PY  - 2025
DA  - June
Y2  - 2025
DO  - 10.52826/mcbuefd.1449106
JF  - Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi
JO  - MCBÜEFD
PB  - Manisa Celal Bayar Üniversitesi
WT  - DergiPark
SN  - 1309-8918
SP  - 45
EP  - 66
VL  - 13
IS  - 1
LA  - en
AB  - While online learning is not a new way of teaching and learning practices, various challenges, often stemming from motivational issues, lead to high dropout rates. For this reason, educators have increasingly integrated gamified tools and online teaching strategies, which offer new learning experiences through game elements. These tools proved especially effective during the COVID-19 pandemic and are expected to continue transforming education across all levels, including higher education. One critical factor influencing student success in both traditional and online settings is self-efficacy. This study investigated the impact of Web 2.0-supported gamification on the self-efficacy of EFL (English as a Foreign Language) students in an online learning environment. A quasi-experimental method and a mixed-method sequential explanatory design were used. Participants included 60 first-year undergraduate students taking English as a compulsory course at a state university in Türkiye. A scale and a semi-structured interview form were used as data collection tools. Quantitative data were analyzed statistically, while qualitative data were examined through content analysis. Findings showed a statistically significant increase in self-efficacy levels of the experimental group who used gamified tools.  These results suggest that Web 2.0-supported gamification can be an effective strategy for enhancing learner self-efficacy in online language learning environments.
KW  - Gamification
KW  - learning self-efficacy
KW  - online learning
KW  - online learning environments
KW  - web 2.0 tools
N2  - Bu çalışmanın amacı, Kahoot!, Socrative, Quizizz ve Mentimeter gibi Web 2.0 araçlarıyla oyunlaştırmanın çevrimiçi öğrenme ortamlarında İngilizce öğrenenlerin öğrenme öz yeterlilikleri üzerindeki etkilerini yarı deneysel araştırma yöntemi ve karma yöntemli sıralı açıklayıcı araştırma tasarımı ile araştırmaktır. Çalışmanın katılımcıları, Türkiye'deki bir devlet üniversitesinde 1. sınıfta lisans öğrenimi görmekte olan ve ingilizceyi zorunlu ders olarak alan  60 üniversite öğrencisinden oluşmaktadır. Veriler toplama aracı olarak ölçek ve yarı yapılandırılmış görüşme formu kullanılmıştır. Nicel veriler için istatistiksel ölçümler kullanılmış, nitel veriler için ise içerik analizi yapılmıştır. Bulgular, oyunlaştırılmış web 2.0 araçlarıyla yapılan uygulamanın öğrenme öz-yeterlilik düzeyleri açısından deney grubu lehine istatistiksel olarak anlamlı bir fark yarattığını ortaya koymuştur. Dolayısıyla, oyunlaştırılmış Web 2.0 araçlarıyla yapılan uygulamanın çevrimiçi öğrenme ortamlarında öğrenen öz-yeterliliğini artırmada faydalı olduğu sonucuna varmak mümkündür.
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UR  - https://doi.org/10.52826/mcbuefd.1449106
L1  - https://dergipark.org.tr/tr/download/article-file/3781251
ER  -