Students’ Perceptions and the Potential Impact of Web 2.0 Tools in Collaborative Writing Classes

Abstract

Information and communication technology (ICT) has been increasingly implemented in L2 writing contexts for the last decade. A wide range of research was conducted mostly on the use of a single most commonly used Web-based social tool such as wikis or blogs while other practical tools that can be combined in L2 writing classes remained largely unexplored in the literature. To address this gap, the present study investigated the effect of using various Web 2.0 tools on learners’ L2 writing performances and perceptions of students towards integration in the context of Turkish higher education. Drawing upon the theoretical framework of social constructivism, three commonly practiced Web 2.0 tools, i.e., Socrative, Padlet and Google Docs, were integrated into the experimental collaborative writing class. The data were collected by means of students’ writings, focus group interviews and teacher observation checklists. An independent sample t-test of the writing score gains revealed that Web 2.0 tools group had statistically significant higher writing outcomes. Analysis of the qualitative data concluded that varied Web 2.0 tools provided students with significant benefits such as encouraged learner autonomy, increased motivation and participation in addition to much more enjoyable writing lessons and enhanced social interaction.