A Web 2.0 Approach to Online Vocabulary Teaching: Enhancing Vocabulary Knowledge and Reading Comprehension Performance
JOURNAL OF LEARNING AND TEACHING IN DIGITAL AGE, cilt.11, sa.2, ss.42-58, 2026 (ESCI)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 11 Sayı: 2
- Basım Tarihi: 2026
- Doi Numarası: 10.53850/joltida.1788202
- Dergi Adı: JOURNAL OF LEARNING AND TEACHING IN DIGITAL AGE
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), ERIC (Education Resources Information Center)
- Sayfa Sayıları: ss.42-58
- Gazi Üniversitesi Adresli: Evet
Özet
This study aimed to examine the effects of online vocabulary instruction supported by Web 2.0 tools on the vocabulary knowledge and reading comprehension skills of fourth-grade primary school students. The research sought to determine whether integrating Web 2.0 tools into vocabulary teaching enhances students' language skills compared with instruction based on the current teaching program. A quasi-experimental pre-test-post-test control group design was employed. The participants consisted of 51 fourth-grade students, who were assigned to either an experimental group or a control group. While the experimental group received vocabulary instruction enriched with Web 2.0 tools, the control group was taught using a conventional teaching approach. Data was collected through a vocabulary knowledge achievement test, a narrative text comprehension test and an informational text comprehension test. The data were analyzed using Analysis of Covariance (ANCOVA). The results demonstrated a statistically significant improvement in both vocabulary knowledge and reading comprehension among students in the experimental group compared to those in the control group. These findings indicate that Web 2.0-supported vocabulary instruction has a positive effect on students' language development. Overall, the study highlights the potential of technology-enhanced instructional practices in fostering vocabulary acquisition and reading comprehension in primary education. Future research may focus on examining the long-term effects of such interventions and their effectiveness across diverse educational contexts.