The effects of web 2.0 tools on secondary school 5th students' vocabulary learning and attitudes towards English

The aim of this study is to determine the effects of Powtoon and Kahoot! web 2.0 tools on 5th grade students' English vocabulary and their attitudes towards the lesson. The study was conducted for eight weeks in the first term of 2021-2022 academic year at a middle school in Kırşehir. A mixed research method was used by using both quantitative and qualitative methods. "Vocabulary achievement test", "English lesson attitude scale" and "semi-structured interview form" were used as data collection tools in the research. The control and the experimental group were administered the vocabulary achievement test prepared by the researcher and an attitude scale towards the English lesson prepared by Baş (2012) as a pre-test before the treatment session. The analysis of the data obtained from the pre-test scores suggested that there was no significant difference between the experimental and control group in terms of both vocabulary and attitude levels. After the treatment session, the students in the experimental and control group were administered the vocabulary achievement test developed by the researcher and the attitude scales towards English lesson developed bu Baş (2012) as a post-test. At the end of the treatment, semi- structed interviews were performed to collect the students in the experimental group's views about the web 2.0 tools used within the scope of the study. As a result of the quantitative the data analysis, regarding the scores received from vocabulary achievement test and attitude toward English scale, there was a statistically significant difference between the experimental and control group in favour of the experimental group. The findings of the quantitative data reveal that the vocabulary teaching supported by Powtoon and Kahoot! web 2.0 tools have a positive effect on secondary school 5th grade students' vocabulary knowledge and attitudes towards English lesson. The findings of the qualitative data show that web 2.0 tools have and interesting and remarkable features, the use of web 2.0 tools in the English lesson increases the motivation of the students in the English lesson, creates a fun learning environment, improves classroom interaction and student participation, helps permanent learning. In this way, web 2.0 tools have a positive effect on students' learning.