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Journals / Journal of Education and Future / 2026 / Sayı: 30

Web 2.0-Supported Vocabulary Instruction: Fifth-Grade Students’ Achievement and Attitudes toward the English Course

Web 2.0 Destekli Kelime Öğretimi: Beşinci Sınıf Öğrencilerinin Başarı ve İngilizce Dersine Yönelik Tutumları

Leyla Şahin(Milli Eğitim Bakanlığı)0000-0003-0907-7007
Tarık Başar(KIRŞEHİR AHİ EVRAN ÜNİVERSİTESİ)0000-0002-2653-0435
Pages
27–40
Publication Date
2026-09-01
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results showed significant differences favoring the experimental group in vocabulary reading achievement, vocabulary listening achievement, and attitudes toward the English course.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study investigated the effect of vocabulary instruction enriched with Powtoon and Kahoot on fifth-grade middle school students’ English vocabulary reading and listening achievement and their attitudes toward the English course.
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Key Findings & Data:Participants were 32 fifth-grade students from a public middle school in the city center of Kırşehir.
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Conclusion & Impact:The results showed significant differences favoring the experimental group in vocabulary reading achievement, vocabulary listening achievement, and attitudes toward the English course.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Web 2.0 araçları · Kahoot · Powtoon

Abstract

This study investigated the effect of vocabulary instruction enriched with Powtoon and Kahoot on fifth-grade middle school students’ English vocabulary reading and listening achievement and their attitudes toward the English course. The study used an explanatory sequential mixed-methods design. The quantitative phase followed a pretest–posttest quasi-experimental design with experimental and control groups, while the qualitative phase was structured as a case study. Participants were 32 fifth-grade students from a public middle school in the city center of Kırşehir. In the experimental group, vocabulary instruction was supported with Powtoon and Kahoot activities, whereas the control group followed regular curriculum-based instruction. Quantitative data were collected from both groups, and qualitative data were obtained from experimental group students’ views on the implementation. Data were gathered using the “Vocabulary Achievement Test”, the “Attitude Scale toward the English Course”, and “a semi-structured interview form”. Independent- and paired-samples t-tests were used for quantitative analysis, and descriptive analysis was used for qualitative data. The results showed significant differences favoring the experimental group in vocabulary reading achievement, vocabulary listening achievement, and attitudes toward the English course. Interview results showed that students found the tools enjoyable, attention- and interest-grabbing, and motivating, and stated that these tools supported participation in the course, classroom interaction, and learning retention.

Özet

Bu çalışmada, Powtoon ve Kahoot ile zenginleştirilen kelime öğretiminin ortaokul beşinci sınıf öğrencilerinin İngilizce kelime okuma ve dinleme başarıları ile İngilizce dersine yönelik tutumları üzerindeki etkisi incelenmiştir. Araştırmada açımlayıcı sıralı karma yöntem deseni kullanılmıştır. Nicel aşama, deney ve kontrol gruplu ön test–son test yarı deneysel desenle yürütülürken, nitel aşama durum çalışması olarak yapılandırılmıştır. Katılımcılar, Kırşehir il merkezindeki bir devlet ortaokulunda öğrenim gören 32 beşinci sınıf öğrencisinden oluşmuştur. Deney grubunda kelime öğretimi Powtoon ve Kahoot etkinlikleriyle desteklenirken, kontrol grubunda öğretim programına dayalı mevcut öğretim süreci izlenmiştir. Nicel veriler her iki gruptan toplanmış, nitel veriler ise deney grubundaki öğrencilerin uygulamaya ilişkin görüşlerinden elde edilmiştir. Veriler, “Kelime Bilgisi Başarı Testi”, “İngilizce Dersine Yönelik Tutum Ölçeği” ve “yarı yapılandırılmış görüşme formu” kullanılarak toplanmıştır. Nicel analizlerde bağımsız ve bağımlı örneklemler t testleri, nitel verilerin analizinde ise betimsel analiz kullanılmıştır. Bulgular, kelime okuma başarısı, kelime dinleme başarısı ve İngilizce dersine yönelik tutum açısından deney grubu lehine anlamlı farklılıklar olduğunu göstermiştir. Görüşme sonuçları, öğrencilerin araçları eğlenceli, dikkat ve ilgi çekici ve motive edici bulduklarını; ayrıca bu araçların derse katılımı, sınıf içi etkileşimi ve kalıcılığı desteklediğini göstermiştir.

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Cite This Article

Şahin, L., Başar, T. (2026). Web 2.0-Supported Vocabulary Instruction: Fifth-Grade Students’ Achievement and Attitudes toward the English Course. Journal of Education and Future, Sayı: 30, 27–40. https://doi.org/10.30786/jef.1940304

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