İngilizce dil öğretiminde web 2.0 araçlarının kullanımı: Bir etwinning bakış açısı

This study examined how an eTwinning project, a type of telecollaboration, affected the foreign language anxiety and intercultural awareness levels of EFL students in Türkiye. Additionally, it was intended to investigate the students' and teachers' perspec tives on the integration of certain Web 2.0 tools associated with eTwinning projects into English lessons. The study involved 10 seventh graders as well as providing data from 6 Greek nineth grade students. Besides, two teachers from Greece and Spain parti cipated in the study. A mixed method case study approach was used to address the research questions. Both forms of qualitative and quantitative data were gathered. Pretests and posts tests were employed before and after the eTwinning project implementation. The quantitative data were collected through the Foreign Languag e Anxiety Scale adopted by Aydın et al. (2016) and Intercultural Awareness Scale Caless (2020). The former was used to measure the learners' foreign language learning anxiety level before and after the eTwinning project. The latter was utilized to measure the learners' intercultural awareness level before and after the eTwinning project. The quantitative data was analyzed using SPSS (version 25). The study's qualitative data, which included formative assesment papers, semi-structured student interviews, and teacher interviews and observation. According to the findings, the eTwinning project's execution did not significantly impact the students' overall foreign language anxiety and intercultural awareness scores. However, when analyzed separately, the results yielded significant difference in terms of certain items. Moreover, a reduction in students' anxiety level and an increase in their intercultural awareness was reported by the participants. Overall, the project is favored by the participants in terms of improving their English language skills, employing ICT tools, enhancing their ICC and dealing with anxiety. However, there were certain difficulties and limitation, which were discussed in the findings. Lastly, several recommendations for teachers, institutions, and curriculum makers were made in light of the findings about the impact of the eTwinning initiative on the students' language learning process.