Research Information System
Educational Process: International Journal, vol.13, no.4, pp.42-60, 2024 (Scopus)
Background/purpose. Developing language skills and keeping up with technology have become crucial for the efficient use of technology in language education. This study examined the effect of teaching reading and listening skills with activities supported by Web 2.0 applications on fifth-grade secondary school students’ reading and listening comprehension. Materials/methods. The study used the pretest-posttest control group quasi-experimental design, one of the quantitative research methodologies, with the participation of 72 fifth-grade students at a state secondary school in Istanbul. The lessons in the experimental groups were conducted using activities for comprehension skills from the textbook supported by Web 2.0 applications, while the lessons in the control group were conducted using activities based on the Turkish textbook. The data was collected using the “Reading Comprehension Achievement Test” developed by Karasu et al. (2013) and the “Listening Comprehension Achievement Test” developed by Bulut (2013). Results. Although there was no significant difference between the pre-test scores of the students in the experimental and control groups, there was a difference between the post-test scores. Accordingly, teaching comprehension activities supported by Web 2.0 applications effectively improved students' achievement at greater reading and listening comprehension levels. Conclusion. Web 2.0 applications, which facilitate the development of basic language skills, enrich the course content, and enable students to actively participate in class, should be widely used to improve reading and listening comprehension skills. Teachers should use Web 2.0 tools in their teaching as an important tool to make learning environments more participatory and updated, in line with the goals of the lesson and the individual needs of students.