University Instructor’s Approaches to Web 2.0 Tools

Öz

This study investigates university instructors’ perceptions and usage habits regarding Web 2.0 tools in English language instruction, focusing on platforms such as Quizizz, Kahoot, and Quizlet. While previous research has largely centered on students' experiences with educational technologies, this study aims to highlight instructors’ perspectives—those who select, implement, and evaluate these tools in actual classroom settings. A five-point Likert-scale questionnaire was administered to 18 English preparatory program instructors working at the School of Foreign Languages, Maltepe University, in Istanbul. The survey explored several dimensions including the tools’ impact on student motivation, pedagogical effectiveness, ease of use, and time efficiency in assessment processes. The results of the research, which will be detailed in the findings section, offer insights into how instructors perceive the strengths and limitations of Web 2.0 technologies. The study contributes to the growing body of literature by examining not only the perceived benefits of these tools but also the contextual factors that shape their classroom integration. Through a structured and data-informed approach, this research sheds light on how digital tools are interpreted and applied by educators, and how these practices align with modern pedagogical principles. The findings are expected to inform future instructional design, technology integration strategies, and faculty development programs in higher education. Key Words: Web 2.0 Tools, Instructor Perceptions, Language Teaching, Motivation, Educational Technology

Anahtar Kelimeler

• Web 2.0 Tools
• Instructor Perceptions
• Language Teaching
• Motivation
• Educational Technology

Üniversitedeki Öğretim Görevlilerinin Web 2.0 Araçlarına Olan Yaklaşımları

Öz

Bu çalışma, üniversite düzeyinde İngilizce hazırlık programlarında görev yapan öğretim görevlilerinin Web 2.0 araçlarına (Quizizz, Kahoot, Quizlet vb.) ilişkin tutumlarını ve kullanım alışkanlıklarını incelemektedir. Mevcut literatürde genellikle öğrencilerin bu tür dijital araçlarla olan deneyimlerine odaklanılırken, bu araştırma doğrudan ders ortamında bu araçları seçen, uygulayan ve değerlendiren öğretim elemanlarının bakış açılarını ortaya koymayı amaçlamaktadır. Araştırma, İstanbul’daki Maltepe Üniversitesi Yabancı Diller Yüksekokulu’nda görev yapan 18 öğretim görevlisine uygulanan 5’li Likert ölçekli bir anket aracılığıyla yürütülmüştür. Anket, Web 2.0 araçlarının öğrenci motivasyonu üzerindeki etkisi, pedagojik etkinliği, kullanım kolaylığı ve ölçme-değerlendirme süreçlerinde zaman kazandırma gibi çeşitli boyutlara odaklanmıştır. Bulgular, öğretim görevlilerinin Web 2.0 teknolojilerinin güçlü ve zayıf yönlerine dair algılarını anlamamıza olanak sağlamaktadır. Bu çalışma, yalnızca bu araçların algılanan faydalarını değil, aynı zamanda sınıf içinde entegrasyonunu şekillendiren bağlamsal etkenleri de inceleyerek literatüre katkı sunmaktadır. Yapılandırılmış ve veri temelli bir yaklaşımla hazırlanan araştırma, dijital araçların eğitimciler tarafından nasıl yorumlandığını ve uygulandığını; bu uygulamaların çağdaş pedagojik ilkelerle ne ölçüde örtüştüğünü ortaya koymaktadır. Elde edilen bulguların, ileriye dönük öğretim tasarımı, teknoloji entegrasyonu ve öğretim elemanı yetiştirme programlarına ışık tutması beklenmektedir. Anahtar Kelimeler: Web 2.0 Araçları, Öğretim Görevlisi Görüşleri, Dil Eğitimi, Motivasyon, Eğitim Teknolojileri

Anahtar Kelimeler

• Web 2.0 Araçları
• Öğretim Görevlisi Görüşleri
• Dil Eğitimi
• Motivasyon
• Eğitim Teknolojileri

Kaynakça

1. Aydın, S. (2017). Exploring teachers’ perceptions of technology integration in language teaching in Turkey. Journal of Educational Technology & Society, 20(4), 134-145.
2. Almalki, A. (2020). Impact of Web 2.0 tools on student engagement in EFL classrooms. International Journal of Educational Technology, 7(2), 45-59.
3. Bahari, A. (2024). Enhancing EFL postgraduate students' academic writing skills: Evaluating the role of Jasper, ProwritingAid, QuillBot, ChatGPT, and Wordvice AI. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4962523.
4. Bicen, H., & Kocakoyun, Ş. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72–93. https://doi.org/10.3991/ijet.v13i02.7467.
5. Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student’s perception in the classrooms response system. International Conference on Digital Arts, Media and Technology (ICDAMT), 178–182. https://doi.org/10.1109/ICDAMT.2017.7904957.
6. Çelik, S., & Arıkan, A. (2021). Barriers to technology integration in Turkish higher education: A qualitative study. Turkish Online Journal of Distance Education, 22(1), 12-29.
7. Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. https://doi.org/10.1007/BF02299597
8. Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 416–436). Sage Publications.

9. España-Delgado, J. A. (2023). Kahoot, Quizizz, and Quizalize in the English class and their impact on motivation. HOW, 30(1), 65–84. https://doi.org/10.19183/how.30.1.641.
10. Godwin-Jones, R. (2018). Using mobile technology to develop language skills and cultural understanding. Language Learning & Technology, 22(3), 1-17.
11. Goktas, Y., Yildirim, Z., & Yildirim, S. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12(1), 193-204.
12. Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K–12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154. https://doi.org/10.1007/s11423-009-9132-y
13. Kim, J., Yu, S., Dectick, R., & Li, N. (2024). Exploring students’ perspectives on generative AI-assisted academic writing. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12878-7.
14. Kohnke, L., & Moorhouse, B. L. (2022). Facilitating synchronous online language learning through Zoom. RELC Journal, 53(1), 296–301. https://doi.org/10.1177/0033688220937235.
15. Lin, Z. (2023). Techniques for supercharging academic writing with generative AI. arXiv. https://doi.org/10.48550/arXiv.2310.17143.
16. Maphoto, K. B., Sevnarayan, K., Mohale, N. E., Suliman, Z., Ntsopi, T. J., & Mokoena, D. (2024). Advancing students’ academic excellence in distance education: Exploring the potential of generative AI integration to improve academic writing skills. Open Praxis, 16(2), 126–140. https://doi.org/10.55982/openpraxis.16.2.649.
17. Nguyen, M. A. (2024). Leveraging ChatGPT for enhancing English writing skills and critical thinking in university freshmen. Journal of Knowledge and Learning Science and Technology, 3(2), 62–78. https://doi.org/10.60087/jklst.vol3.n2.p62.
18. O’Bannon, B. W., & Thomas, K. M. (2014). Teacher perceptions of using mobile devices in the classroom: A survey study. Journal of Educational Technology Development and Exchange, 7(1), 1-13.
19. Puentedura, R. R. (2006). Transformation, technology, and education.
20. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
21. Wang, Y., & Chen, N. S. (2020). An empirical study of using Web 2.0 tools in a higher education context. Interactive Learning Environments, 28(4), 457–471. https://doi.org/10.1080/10494820.2018.1552873
22. Yaşar Sağlık, Z., & Yıldız, M. (2021). Türkiye’de dil öğretiminde Web 2.0 araçlarının kullanımına yönelik yapılan çalışmaların sistematik incelemesi. Eğitim ve Toplum Araştırmaları Dergisi, 8(2), 418–442. https://doi.org/10.51725/etad.1011687
23. Yıldırım, S., & Şimşek, H. (2021). The effects of Web 2.0 tools on students' academic performance and motivation: A meta-analysis. Journal of Educational Technology & Society, 24(2), 123–137.