Vocabulary Learning on Learner-Created Content by Using Web 2.0 Tools

Abstract

The present research examined the use of Web 2.0 tools to improve students' vocabulary knowledge at the School of Foreign Languages, Gaziantep University. Current studies in literature mostly deal with descriptions of students' attitudes towards the reasons for the use of web-based platforms. However, integrating usual classroom environment with Web 2.0 tools for specific sub-skills has not been examined much. It is aimed to contribute by investigating the feasibility of those tools as a supplement for vocabulary learning. This is an experimental research supported with semi-structured interviews and field notes. A pre-test and a post-test were administered to an experimental and a control group, and results were analyzed with the independent samples t-test. Following the post-test, semistructured interviews were conducted with 18 students in the experimental group. The analyses of the test results demonstrated that both groups had gains but the mean of the experimental group was higher, and this difference was statistically significant. Findings suggest that almost all students have positive attitudes towards the educational use of Web 2.0 tools.

Teaching Vocabulary Through Wiki to First Secondary Graders

“…Besides, they are an efficient teaching tool that language teachers can exploit in various ways to enhance vocabulary learning and give students opportunities to learn outside the classroom. Eren (2015), Hajebi et al (2018), Hussain (2018), Khany and Khosravian (2014), Martin (2011) strengthen this finding However, since wiki is an online technology, its assumed effect on vocabulary learning was proved implicitly in various studies such as Fehr et al (2011), Hassan (2012), Kun (2011) and Tamjid and Moghadam (2012).…”

“…Wikipedia is an encouraging authentic resource to assist EFL learners in improving their vocabulary knowledge. Eren (2015) experimentally examined the use of Web 2.0 tools (including wikis) to improve EFL students' vocabulary knowledge. 45 Turkish students at Gaziantep University were selected and assigned into experimental (23) and control (22) groups.…”

“…Teachers also can design a vocabulary wiki and embedded it with hyperlinks to online dictionaries, vocabulary websites, vocabulary games, YouTube videos. Presentations, videos, and podcasts can be gathered, too (Eren, 2015;Hajebi et al, 2018;Hussain, 2018;Khany & Khosravian, 2014;Martin, 2011).…”

Online Qualitative Data Sources for Federal Regulatory Policy Studies

“…A useful way to categorize online data sources is to identify them as “Web 1.0” or “Web 2.0” resources. Web 1.0 generally refers to websites in which the site managers create content and others (the majority of site users) play more passive roles by simply reading and taking in information (Aghaei, Nematbakhsh, & Farsani, 2012; Cormode & Krishnamurthy, 2008; Eren, 2015). Web 2.0 refers to more interactive uses of the web, including social media and other sites that permit commenting, uploading, and other content creation by users who are not managers of the site (Cormode & Krishnamurthy, 2008; Eren, 2015).…”

“…Web 1.0 generally refers to websites in which the site managers create content and others (the majority of site users) play more passive roles by simply reading and taking in information (Aghaei, Nematbakhsh, & Farsani, 2012; Cormode & Krishnamurthy, 2008; Eren, 2015). Web 2.0 refers to more interactive uses of the web, including social media and other sites that permit commenting, uploading, and other content creation by users who are not managers of the site (Cormode & Krishnamurthy, 2008; Eren, 2015). Some examples of Web 2.0 platforms include YouTube, Facebook, Twitter, Instagram, and blogs that permit commenting by outside users (Aghaei et al, 2012; Cormode & Krishnamurthy, 2008).…”