Özet:

Web 2.0 technologies have increased the importance of foreign languages in recent years. Teachers are expected to encourage students to use these tools, which can be easily included in many of the activities done in the classroom. Therefore, the present study aims to investigate EFL teachers’ self-efficacy beliefs and attitudes towards Web 2.0 tools. The mixed method design including the quantitative and qualitative data was utilized. The data was collected from 202 EFL teachers from 183 different public schools in Diyarbakır-Turkey. The quantitative data was gathered through a questionnaire consisting of four parts including demographic information, Web 2.0 Tools Integration Instrument (W2TII), Web 2.0 Tools Integration Self-Efficacy Instrument (WTISEI), and the Decomposed Theory of Planned Behaviour (DTPB) Model to Measure Attitudes. In the qualitative data collection phase, a set of semi-structured interview questions developed by Farah (2011) were used to gather data in considerable detail from the 10 volunteer teachers of English. The data was analysed through SPSS edition 24.0 program and content analysis. The findings unveiled that there was not any significant difference between the self-efficacy beliefs, attitudes of the EFL teachers and their Web 2.0 tools usage according to the demographic variables. However, the results revealed a significant difference between self-efficacy and attitudes of the EFL teachers towards the Web 2.0 tools.

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