The effect of teaching English reading and writing based on collaborative learning environment supported by Web 2.0 technologies on cognitive and affective behaviors of students

The aim of this study was to examine the effects of English reading and writing teaching based on a collaborative learning environment developed with Web 2.0 technologies on students' cognitive and affective behaviors. In the determination of the research topic and the selection of the model and method used, the needs analysis in line with the literature review and the request from the institution of the researcher working at Ege University were effective. The mixed research method was used in the research. The qualitative dimension of the research was designed as a case study and the quantitative dimension was designed as the experimental model. The experimental model used in the research was the Solomon 4 group model, and four groups, two experimental and two control groups, were assigned by simple random sampling. The quantitative data were collected by the measurement tools based on the experimental model while the qualitative data were collected by students' diaries and interview method. The study group of the research consisted of students studying English preparatory education at Ege University School of Foreign Languages. The researcher conducted the curriculum herself in two groups (2 experimental groups), and her colleague, who had been working at the school for a long time and had a similar educational and professional experience to the researcher, continued to standard education in the other two groups (2 control groups). The instruction in groups took eight weeks. Education continued with the collaborative education program developed with Web 2.0 technologies for the experimental groups, and with the standard curriculum used by the school in the control groups. Pre-tests before the implementation of the programs and post-tests after the implementation of the program were applied to the groups. While the program was being implemented, students wrote down their thoughts and evaluations in their diaries. In addition, students were interviewed after the implementation of the program. Tools used in data collection were the ones which were developed by the researcher; motivation scale towards learning English, attitude scale towards reading in English, attitude scale towards writing in English, as well as cognitive styles questionnaire, academic self-efficacy scale, achievement tests for reading and writing skills, semi-structured interview form and diaries. In quantitative data, t-test for both paired samples and independent samples were used. Qualitative data were analyzed using the content analysis technique. As a result of the research, it was found that teaching English reading and writing skills based on a collaborative working environment supported by Web 2.0 tools increased students' motivation, attitudes, and academic self-efficacy, students' success increased regularly, they could write more comprehensible and high-level essays as the education process progressed, and these studies were efficient, fun and beneficial according to the students' view. Both the success scores of the students and the readability levels of their writings increased. In the end of the study, it was suggested that conducting similar studies in different age groups and different courses may contribute to English language teaching.