İngilizce hazırlık programlarındaki öğrencilerin Web 2.0 araçlarının kullanımına ilişkin tercih ve algıları

The strive to improve quality of life and achieve new highs has been ever increasing. As a result, almost every aspect of contemporary life has been greatly altered by the advancements made in technology. The integration of these technologies into education has not been surprising, as it forms the very basis of progress. Web 2.0 tools make it possible for everyone with an internet connection to have access to the educational tools that motivate learners and streamline learning. Although these tools have a great potential to be used in education, they are still largely seen as platforms used only for leisurely activities. Thus, the aim of this study was to explore the preferences and perceptions of learners in English preparatory programs on the use of Web 2.0 tools to supplement the courses that they are taking and to discuss the various platforms that are perceived to be the most useful in education. Further, as differences between male and female learners might possibly arise, it was deemed appropriate to also evaluate their responses comparatively. The present study was carried out with a descriptive survey design and the collected data has been quantitative in nature. The sample group consisted of 209 learners of English studying in the preparatory programs of various universities. A two-part questionnaire has been administered in which the participants were asked about their overall Web 2.0 usage, their perceptions regarding the effects of Web 2.0 platforms on the English learning process, as well as the frequency of their Web 2.0 usage for the purpose of learning English. The data revealed that most of the learners (66%) spend at least five hours connected to the internet, while nearly all of them (93.3%) spend at least three hours online. An overwhelming majority prefer using smart phones (94.7%) and laptops (85.2%) to gain access to Web 2.0 platforms. Comparative analyses show that gaming consoles were utilized significantly more often by male learners than female learners, whereas female learners made use of tablets significantly more often than males. In terms of time spent online, no significant difference between genders was found. Moreover, the respondents are the most familiar with social networks (x̄=3.87), video sharing platforms (x̄=3.74), and online dictionaries (x̄ =3.54). However, social networks (x̄=3.9), e-mails (x̄=3.78), and online dictionaries (x̄=3.74) form the top three of the platforms that are employed the most often for non-academic activities. In parallel with the level of learner familiarity, online dictionaries (x̄ =3.83), social networks (x̄ =3.67), and video sharing platforms (x̄ =3.53) make the top of the list with regards to the frequency of which they utilize Web 2.0 platforms to learn English. It was also found that female learners take advantage of podcasts (x̄=2.58) significantly more often to learn English, while male learners prefer online gaming zones (x̄=3.32) for educational purposes more than females. Additionally, user generated content was assessed by way of measuring the frequency of which learners engaged with Web 2.0 platforms. Chatting (x̄=3.71) by seems to be by far the most common form of Web 2.0 engagement by the participants. Among others, writing and sending e-mails (x̄=3.37), sharing media on social networks (x̄ =2.89), and writing comments (x̄ =2.82) are also done more frequently compared to posting on a blog, editing online encyclopedias, adding content to online dictionaries, making podcasts, and uploading videos. The data also show that females write and send e-mails (x̄=3.53) significantly more often than males, whereas editing online encyclopedias (x̄=1.69) and writing comments (x̄=3.01) were performed by males significantly more often. Furthermore, the participants made it clear that they have a generally positive view of using Web 2.0 platforms to learn English. 70.8% of the respondents agreed that these platforms help them with their English courses. 62.2% agreed that they are motivated to use these platforms to further their knowledge in the English language. 70.4% of the participants agree that these platforms are good sources to learn English and 60.9% perceive that utilizing Web 2.0 to learn English is entertaining. It was also found that significantly more females (x̄=3.82) perceive the academic use of Web 2.0 platforms to be entertaining than males (x̄=3.53). When asked about the effect of Web 2.0 platforms on individual language skills, 78.4% replied that utilizing Web 2.0 platforms increases their vocabulary repertoire, 73.2% agree that their reading skills improve, while 72.7% agree that their listening skills are strengthened. On the other hand, only 58.5%, 59.8%, 62.7% agree that their speaking skills, grammatical knowledge, and writing skills are enhanced, respectively. To add, 69.9% of the learners responded positively with regards to their pronunciation skills. Finally, there were no significant differences between male and female learners' perceptions regarding Web 2.0 effect on individual language skills.