Abstract:

In the information age, depending on the ubiquitousness of information and digitalization, learners’ learning methods and approaches have changed rapidly and profoundly. Web 2.0 tools and recent technologies have facilitated people’s lives as well as their teaching and learning environments. The generation called “digital natives” live addictively to Web 2.0 and digital media tools. This generation with a perfect command of Web 2.0 tools can reach boundless information and interact with people around the world. In this context, learning a foreign language has become vital for communication and a common language (lingua franca) has become indispensable in this globalized world. Widespread use of Web 2.0 tools in foreign language learning enables both learners and teachers to interact and access information in a short time in and out of class. Accordingly, this study aims to determine digital natives’ levels of using Web 2.0 tools in learning foreign languages under the Connectivism Theory and Cognitive Theory of Multimedia. It’s anticipated that the findings of the research will enable both face to face and distance education-based institutions to learn more about digital natives and their learning styles. In this case study, data collection was completed through semi-structured oral interviews, observations, and document analysis. Parallel with the information in the literature review; the results of this study show that digital natives use Web 2.0 tools quite often and they are ambitious and practical in generating content and sharing their contents via connections.

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