The effect of high school students' english mobile learning attitudes, their awareness towards web 2.0 tools and their level of self directed learning with technology on their motivation

In this study, it was aimed to examine to what extent high school students' English mobile learning attitudes, awareness of web 2.0 tools, and their self directed learning levels with technology affect their motivation towards English. In addition, motivation towards English, English mobile learning attitude, awareness of web 2.0 tools, and self directed learning with technology were examined in relation to students' demographic characteristics such as gender, grade level, mother and father education level, internet connection at home; learning habits such as internet use for English and frequency of speaking English outside school. Besides, the relationships between motivation towards English, English mobile learning attitudes, awareness of web 2.0 tools, and self directed learning with technology, English grades, daily average internet usage time and average daily usage time of web 2.0 tools to learn English were also examined. The sample of the study, which was formed by convenience sampling, consists of 364 students studying at Kumluca Social Sciences High School in Kumluca district of Antalya province in the 2024-2025 academic year. The data was collected through a personal information form developed by the researcher and an instrument consisting of Motivation Scale For High School Level English course, English Mobile Learning Attitude Scale, Awareness Scale For Web 2.0 Tools and Self Directed Learning With Technology Scale For Young Students. In the analysis of data, student's t-test, one way analysis of variance test (ANOVA), Pearson's r product-moment correalation coefficient techniques and multiple linear regression techniques were used. As a result of the study, it was observed that high school students' attitudes towards English mobile learning, awareness of web 2.0 tools and self directed learning with technology had a moderately significant effect on their motivation towards English; female students who have higher levels of parental education, who have an internet connection at home, who use the internet to learn English and who speak English more often outside of school had higher levels of motivation towards English, attitudes towards English mobile learning, awareness of web 2.0 tools and self directed learning with technology; 12th and 11th graders had higher levels of motivation towards English, and 9th and 12th graders had higher levels of English mobile learning attitudes, awareness of web 2.0 tools and self learning with technology. However, it was found that the level of self management did not show a significant difference according to gender. Furthermore, it was found that there were low, medium or high level of relationships between motivation towards English and its sub-dimensions, English mobile learning attitude, awareness towards web 2.0 tools, self directed learning with technology and its sub-dimensions levels, English grades, daily average internet usage time and average daily usage time of web 2.0 tools to learn English. In conclusion, the findings were discussed and suggestions were made.