University Instructor’s Approaches to Web 2.0 Tools

Yıl 2025, Cilt: 3 Sayı: 2, 85 - 101, 11.12.2025

Merve Kurukaya

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

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