Abstract:

In this study, the contribution of Web 2.0 technology to French teaching and learning was examined within the scope of foreign language teaching/learning, in our study which we structured in a qualitative research design and scanning model, 32 item questionnaire was formed to reveal university students' use of Web 2.0 technologies, their level of language skills development and their use of this technology depending on language learning, and to examine whether these variables vary in terms of age, gender, department, and class. A survey study was included. The scope of the research is set in the universities in Turkey, Department of French Language Education and Faculty of Arts and Sciences, Department of Translation Preparatory Classes from 1st, 2nd, 3rd, and 4^th year students who study in their classrooms. The sample is from Gazi University, Gazi Faculty of Education, Department of Foreign Languages Education, Department of French Language Education, and Kırıkkale University Department of Arts and Literature, Faculty of Translation classes 1st- 4th. The sample consists of a total of 253 students. As a result, it has been concluded that Web 2.0-based social networking sites are used for learning French and students especially try to improve their listening, vocabulary and grammar skills in French, and their reservations about using this technology stem from not knowing French learning-based applications, sites, or tools. In addition, when the variables of age, gender and department were examined, it was found that there were no significant differences. However, when the class variable was examined, it was concluded that there were differences between the 4th grades and the preparatory groups. In comparison to the preparatory groups, 4^th grade students were observed to have more self initiative in using Web technologies in the learning of French.Thus it was concluded that the 4^th year class students acquired more technical knowledge earlier than other classes due to self initiatives.

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