Investigation of the relationship between English teachers' digital literacy competencies and their use of Web 2.0 tools

The education and training paradigms brought by the digital age reshape the roles of teachers and impose new competencies and responsibilities on them. Teachers' digital literacy capacity and their competence in the effective use of technological tools in education constitute a central component of modern educational approaches. This research aims to determine the digital literacy levels of English teachers and their perceptions of their competency in using Web 2.0 tools and to determine their perceptions of various variables (age, gender, education level, professional seniority, grade level taught, graduated program, place of duty, duration of use of computer technologies, usage of mobile technologies). It is intended to be examined according to duration). The relational scanning model, one of the general scanning type models, was used in the research. The study group of the research consists of English teachers from the central districts of Manisa, Şehzadeler and Yunusemre, in the 2023-2024 academic year. The data collection tool used in the research consists of three parts. The first section includes the "Personal Information Form" containing demographic variables, the second section includes the "Digital Literacy Scale" consisting of 17 items, and the third section includes the "Web 2.0 Tools Usage Competency Scale (WAKYÖ)" consisting of 39 items. The statistical package program of the collected data was SPSS 27.0. After normality analysis was performed with Levene's Test, t-test and One-Way Analysis of Variance (ANOVA) test were used for independent groups. Pearson Correlation analysis was performed to determine the relationship between digital literacy skills and the competencies of using Web 2.0 tools. As a result of the analysis, a positive and significant relationship was detected between English teachers' digital literacy skills and their competency in using Web 2.0 tools. Digital literacy skills of English teachers; While there are statistically significant differences according to the variables of professional seniority, institution of employment, computer and mobile usage time; It was concluded that there was no statistically significant difference in terms of variables such as age, gender, educational status, and type of program graduated from. In addition, English teachers' competencies in using Web 2.0 tools; Statistically significant differences were detected in terms of variables such as age, professional seniority, graduated program, computer and mobile usage time; There was no significant difference in terms of gender, education level and type of institution variables. It has been determined that there is a significant and positive relationship between the digital literacy levels of English teachers and their competency in using Web 2.0 tools. Key words: Digital Literacy, Educational Sciences, English Teachers, Foreign Language Teaching, Web 2.0 Tools.