Abstract:

The purpose of this study is to analyze the effect of using Web 2.0 tools in teaching vocabulary for distance English language lessons on academic achievement and attitude. In the study, quantitative method and pre-test and post-test experimental design were used. The participants of this study were 24 seventh grade students (12: experiment group, 12: control group) from a secondary school in Upper Euphrates Section, Eastern Anatolia. Due to the global effect of COVID-19 pandemic, English language lessons were online via distance education for both groups. During the experimental procedure, Web 2.0 tools were used in the lessons of the experimental group whereas English language curriculum without any use of Web 2.0 tools was used in the lessons of the control group. As data collection, the achievement test was used for both experimental and control groups as pre-test and post-test. Also, Middle School English Course Attitude Scale was applied for the experimental group to collect data on the attitude. According to the findings of this study, there was a significant difference between the academic achievement scores of the experimental and the control groups and the experimental group’s score was higher than the control group. Also, attitudes of experimental group students have increased positively towards English language lessons compared to the pre-test. These findings provide the suggestions on using Web 2.0 tools in distance education for future practice and more research for researchers.

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