The effect of the Padlet tool on reading comprehension skills, attitudes, motivation and Web 2.0 awareness in teaching Turkish as a foreign language

Since the late 20th century, digitalization has accelerated and caused significant transformations in many areas, particularly in education, especially after the 2000s. This process, which has facilitated access to information, has led to the widespread use of technology-based practices in education and has significantly transformed learning environments. Language teaching has also been affected by this transformation; thanks to digital tools, the learning process has become more interactive, dynamic, and student-centered. Education supported by digital tools has not been limited to native language instruction but has also been effectively implemented in the field of teaching Turkish as a foreign language. In this context, Web 2.0 tools, with their ability to combine visual, auditory, and written content, support the development of students' language skills and increase their motivation and active participation in lessons. Moreover, these tools not only facilitate the acquisition of grammar but also help learners use the language effectively as a means of communication. Among Web 2.0-based tools, Padlet stands out as a prominent application in teaching Turkish to foreigners due to its collaborative and interactive environment. In the literature, there are studies on Padlet's effect on students' writing skills and attitudes, and activities have been designed for listening and speaking skills. However, there appears to be no study focusing on its effect on reading comprehension skills and attitudes. Therefore, the aim of this study is to determine the impact of Padlet on the reading comprehension success, attitudes, motivation, and awareness of Web 2.0 tools of B1-level students in the context of teaching Turkish as a foreign language. For this purpose, a study was conducted with a total of 36 students at B1 level at Sakarya University TÖMER, divided into an experimental group and a control group in two different classes. A mixed methods approach was employed in the study, specifically an explanatory sequential mixed design involving a two-phase data collection process. The quantitative phase was structured as a quasi-experimental design with pretest-posttest control groups. To collect quantitative data, 'Level Identification Test 1' and 'Level Identification Test 2' developed by the researcher, the 'Reading Comprehension Skills Attitude Scale' and the 'Motivation Scale for Turkish Course' developed by Akhmadjonov (2019), and the 'Awareness Scale for Web 2.0 Tools' developed by Arslan and Görgülü Arı (2021) were utilized. The quantitative data were analyzed using Microsoft Excel and IBM SPSS Statistics (version 25). To collect qualitative data regarding the opinions of the students in the experimental group, a fully structured Student Interview Form developed by the researcher was administered. The data obtained were analyzed using the content analysis method. At the end of the study, it was found that Padlet did not have a statistically significant effect on the reading comprehension achievement of students in the experimental group, although it did show a numerical increase. The instruction provided through Padlet did not significantly influence students' attitudes toward reading comprehension, and while their motivation toward the Turkish course increased numerically, this increase was not statistically significant. Additionally, the Padlet application did not have a significant effect on students' awareness levels regarding Web 2.0 tools. In the qualitative findings, students reported several advantages of Padlet, including its fun nature, ease of use, its ability to facilitate learning, enhance participation, and enable idea sharing. However, they also identified some disadvantages, such as internet connectivity issues, slowness, and the time required for use. Furthermore, students expressed particular appreciation for features such as multimedia integration, increased participation, ease of use, and learning support. On the other hand, they also experienced challenges like unsuitable learning environments, difficulties in sharing posts, and internet-related problems. Notably, students stated that Padlet contributed to the development of their listening, speaking, reading, and writing skills, enriched their vocabulary, fostered collaboration, and encouraged peer learning. Due to its engaging and supportive nature, they indicated a desire to use Padlet in other courses as well. Moreover, students regarded Padlet as a user-friendly tool because of its simplicity, multimedia-sharing capability, and intuitive interface.