Integration of web 2.0 tools in EFL classes: Barriers and solutions
Keywords:
Web 2.0 tools, barriers, solutions, EFL, mentor.
Abstract
Technology is in the center of all disciplines including education thanks to the rapid development of information and communication technologies. Accordingly, the influence of Web 2.0 tools has increased exponentially in education. However, a gap in literature has been observed to define the barriers and get sensible resolutions from the educators as a career saving endeavor. In this regard, this study was carried out to highlight the barriers to the integration of Web 2.0 tools in EFL classes and provide rational solutions. Thirty English teachers who have been working actively at different educational institutions abroad were chosen via convenience sampling method in this qualitative study. The participants were the members of a knowledge sharing page on Facebook for English teachers. The data were collected within 6 weeks via a comprehensive questionnaire and interview which were analyzed by Microsoft Excel and NVivo. The collected data revealed that teachers encountered problems related to lack of time, competence, infrastructure and support. They expressed that reserving a certain amount of time for training, receiving the support of the parents, administrators and colleagues, assigning mentors for novice teachers and teaching how to use time in the activities wisely can be of greatest importance to remove these barriers completely.
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References
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Peterson, J. B., Townsend, S. D., & Onak, N. (2020). Utilizing Flipgrid Application on Student Smartphones in a Small-Scale ESL Study. English Language Teaching, 13(5), 164-176.
Prasojo, L. D., Mukminin, A., Habibi, A., Hendra, R., & Iqroni, D. (2019). Building quality education through integrating ICT in schools: Teachers' attitudes, perception, and barriers. Calitatea, 20(172), 45-50.
Pritchett, C. G., Pritchett, C. C., & Wohleb, E. C. (2013). Usage, Barriers, and Training of Web 2.0 Technology Applications. SRATE Journal, 22(2), 29-38.
Sadiq, D. A. (2023). The Effects of E-Feedback (Electronic Feedback) on Developing EFL StudentsWriting Competence: A Case Study on Tishk International University Students in Erbil, Iraq. International Journal of Social Sciences & Educational Studies, 10(1), 320.
Saenkhot, A., & Boonmoh, A. (2019). Factors affecting teachers’ use of technologies as teaching aids in Thai EFL classrooms. Journal of Liberal Arts Prince of Songkla University, 11(1), 269-306.
Salehi, H., & Salehi, Z. (2012). Integration of ICT in language teaching: Challenges and barriers. In Proceedings of the 3rd International Conference on e-Education, e-Business, e-Management and e-Learning (IC4E, 2012), IPEDR (Vol. 27, No. 1, pp. 215-219).
Sanchez, J. J. C., & Alemán, E. C. (2011). Teachers’ opinion survey on the use of ICT tools to support attendance-based teaching. Computers & Education, 56(3), 911-915.
Schmitz, M. L., Antonietti, C., Cattaneo, A., Gonon, P., & Petko, D. (2022). When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe. Computers & Education, 179, 104411.
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Soran, A. A., & Kara, S. (2022). Mentor-Mentee Relationship: Fifteen Career Saving Suggestions. International Journal of Social Sciences & Educational Studies, 9(3), 138.
Şenel, M. (2016). Virtual Learning Environments (VLE) and Virtual Classrooms: Edmodo. Participatory Educational Research, 4(2), 49-57.
Vurdien, R. (2012). Enhancing writing skills through blogs in an EFL class. The EUROCALL Review, 20(1), 156-159.
White, R. E., & Cooper, K. (2022). Grounded theory. In Qualitative Research in the Post-Modern Era: Critical Approaches and Selected Methodologies (pp. 339-385). Cham: Springer International Publishing.
Walker, D., & Myrick, F. (2006). Grounded theory: An exploration of process and procedure. Qualitative health research, 16(4), 547-559.
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Amazonia Investiga, 9(27), 189-194. https://doi.org/10.34069/AI/2020.27.03.20
Yildiz, Y. (2021). Teaching English as a foreign language to 4th grade students by using technology. Canadian Journal of Language and Literature Studies, 1(2), 38-54.
Yildiz, Y. (2022a). Technological Problems That Teachers Encountered in Online Education during Covid-19 Process: Stirling Schools Sample. International Journal of Social Sciences & Educational Studies, 9(1), 255-268.
Yildiz, Y. (2022b). An Examination of the Experiences of Turkish ELLs about the Chatbot Apps to Learn English. Canadian Journal of Language and Literature Studies, 2(5), 32-41.
Zakrzewski,J., & Newton, B. (2022). Technology in Teacher Education: Student Perceptions of Instructional Technology in the Classroom: Journal on Empowering Teaching Excellence, 6(1), 2-13. DOI: https://doi.org/10.26077/0b43-c702
Ziegler, M. G. (2022). Web 2.0 and knowledge sharing. A literature review. AI, Computer, 1(1), 1-14. https://doi.org/10.5772/acrt.03
Alhassan, R. (2017). Exploring the Relationship between Web 2.0 Tools Self-Efficacy and Teachers' Use of These Tools in Their Teaching. Journal of Education and Learning, 6(4), 217-228.
Celik, B., Bilgin, R., & Yildiz, Y. (2022). An evaluation of positive and negative aspects of educational games: a case study in Erbil Brayaty Primary School. International Journal of Social Sciences & Educational Studies, 9(1), 227-243.
Chen, C. M., Li, M. C., & Chen, Y. T. (2022). The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction. Computers & Education, 179, 104428.
Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education. A report commissioned by the Higher Education Academy. The Open University Walton Hall, Milton Keynes
Crook, C. (2012). The ‘digital native’in context: tensions associated with importing Web 2.0 practices into the school setting. Oxford Review of education, 38(1), 63-80.
Crook, C., Fisher, T., Graber, R., Harrison, C., Lewin, C., Cummings, J., ... & Sharples, M. (2008). Implementing Web 2.0 in secondary schools: Impacts, barriers and issues. Becta.
Daskan, A., & Yildiz, Y. (2020). Blended learning: A potential approach to promote learning outcomes. International Journal of Social Sciences & Educational Studies, 7(4), 103-108.
Dhakal, K. (2022). NVivo. Journal of the Medical Library Association, 110(2), 270-272.
Doherty, I. (2011). Evaluating the impact of educational technology professional development upon adoption of Web 2.0 tools in teaching. Australasian Journal of Educational Technology, 27(3).
Dohn, N. B. (2009). Web 2.0: Inherent tensions and evident challenges for education. International journal of computer-supported collaborative learning, 4, 343-363.
Dzakpasu, P. E., & Adom, D. (2017). Impact assessment of information and communication technologies on lesson delivery and students’ performance in selected tertiary institutions in Ghana. Journal of Computer Sciences and Applications, 5(1), 29-41.
Egüz, E. (2020). Using Web 2.0 Tools in and beyond the University Classrooms: A Case Study of Edmodo. International Online Journal of Education and Teaching, 7(3), 1205-1219.
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47- 61.
Geyer, R. (2010, March). Web 2.0 Technology Infusion in Kurdish Iraq. In Society for Information Technology & Teacher Education International Conference (pp. 2466-2470). Association for the Advancement of Computing in Education (AACE).
Hur, M. Y. (2023). Using Google Play Applications to Improve Language Preparatory School Students Pronunciation Skills (A Study on Tishk International University Students in Erbil, Iraq). International Journal of Social Sciences & Educational Studies, 10(1), 369.
Kara, S., & Yildiz, Y. (2022). From a commodity to addiction: Are mobile phones valuable commodities or sources of addiction for freshman students? Amazonia Investiga, 11(56), 196-209. https://doi.org/10.34069/AI/2022.56.08.20
Kara, S. (2023). The Effects of Web 2.0 Tools on Foundation English Students’ Success Rates at A Private University in Iraq. International Journal of Social Sciences & Educational Studies, 10(1), 22.
Khan, H. U., Aruya, J. A., & Gill, A. Q. (2022). Web 2.0 technologies adoption barriers for external contacts and participation: a case study of federal establishment of Africa. International Journal of Business Information Systems, 39(2), 278-297.
Kongchan, C. (2008). How a non-digital-native teacher makes use of Edmodo. In 5th Intenational Conference ICT for language learning. https://acortar.link/nt4ukZ
Korukluoğlu, P., Çeliköz, M., & Gürol, M. (2022). Investigating the Effectiveness of Web 2.0-Based Critical Thinking Curriculum Developed for Secondary School Students: A Mixed-Methods Study. Journal of Learning and Teaching in Digital Age, 7(2), 175-191.
Küçük, T. (2023). Technology Integrated Teaching and Its Positive and Negative Impacts on Education. International Journal of Social Sciences & Educational Studies, 10(1), 46.
Lim, C. P., & Khine, M. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Journal of technology and Teacher Education, 14(1), 97-125.
Mauch, J., & Tarman, B. (2016). A historical approach to social studies laboratory method. Research in Social Sciences and Technology, 1(2), 55-66.
Monje, E. M. (2014). Integration of Web 2.0 Tools in a VLE to improve the EFL Spanish university entrance examination results: A quasi-experimental study. Calico Journal, 31(1), 40-56.
Nasr, M. A. A. N. (2022). The Effectiveness of a Web 2.0-based Reciprocal-teaching Paradigm in Developing Saudi-university Students’ Reading Comprehension. Jordan Journal of Educational Sciences, 18(2), 385-400.
Ningsih, S., & Mulyono, H. (2019). Digital assessment resources in primary and secondary school classrooms: Teachers’ use and perceptions. International Association of Online Engineering. Retrieved from https://www.learntechlib.org/p/216529/
Peterson, J. B., Townsend, S. D., & Onak, N. (2020). Utilizing Flipgrid Application on Student Smartphones in a Small-Scale ESL Study. English Language Teaching, 13(5), 164-176.
Prasojo, L. D., Mukminin, A., Habibi, A., Hendra, R., & Iqroni, D. (2019). Building quality education through integrating ICT in schools: Teachers' attitudes, perception, and barriers. Calitatea, 20(172), 45-50.
Pritchett, C. G., Pritchett, C. C., & Wohleb, E. C. (2013). Usage, Barriers, and Training of Web 2.0 Technology Applications. SRATE Journal, 22(2), 29-38.
Sadiq, D. A. (2023). The Effects of E-Feedback (Electronic Feedback) on Developing EFL StudentsWriting Competence: A Case Study on Tishk International University Students in Erbil, Iraq. International Journal of Social Sciences & Educational Studies, 10(1), 320.
Saenkhot, A., & Boonmoh, A. (2019). Factors affecting teachers’ use of technologies as teaching aids in Thai EFL classrooms. Journal of Liberal Arts Prince of Songkla University, 11(1), 269-306.
Salehi, H., & Salehi, Z. (2012). Integration of ICT in language teaching: Challenges and barriers. In Proceedings of the 3rd International Conference on e-Education, e-Business, e-Management and e-Learning (IC4E, 2012), IPEDR (Vol. 27, No. 1, pp. 215-219).
Sanchez, J. J. C., & Alemán, E. C. (2011). Teachers’ opinion survey on the use of ICT tools to support attendance-based teaching. Computers & Education, 56(3), 911-915.
Schmitz, M. L., Antonietti, C., Cattaneo, A., Gonon, P., & Petko, D. (2022). When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe. Computers & Education, 179, 104411.
Schulz, R., Isabwe, G. M., & Reichert, F. (2015, September). Investigating teachers motivation to use ICT tools in higher education. In 2015 Internet Technologies and Applications (ITA) (pp. 62-67). IEEE.
Soran, A. A., & Kara, S. (2022). Mentor-Mentee Relationship: Fifteen Career Saving Suggestions. International Journal of Social Sciences & Educational Studies, 9(3), 138.
Şenel, M. (2016). Virtual Learning Environments (VLE) and Virtual Classrooms: Edmodo. Participatory Educational Research, 4(2), 49-57.
Vurdien, R. (2012). Enhancing writing skills through blogs in an EFL class. The EUROCALL Review, 20(1), 156-159.
White, R. E., & Cooper, K. (2022). Grounded theory. In Qualitative Research in the Post-Modern Era: Critical Approaches and Selected Methodologies (pp. 339-385). Cham: Springer International Publishing.
Walker, D., & Myrick, F. (2006). Grounded theory: An exploration of process and procedure. Qualitative health research, 16(4), 547-559.
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Amazonia Investiga, 9(27), 189-194. https://doi.org/10.34069/AI/2020.27.03.20
Yildiz, Y. (2021). Teaching English as a foreign language to 4th grade students by using technology. Canadian Journal of Language and Literature Studies, 1(2), 38-54.
Yildiz, Y. (2022a). Technological Problems That Teachers Encountered in Online Education during Covid-19 Process: Stirling Schools Sample. International Journal of Social Sciences & Educational Studies, 9(1), 255-268.
Yildiz, Y. (2022b). An Examination of the Experiences of Turkish ELLs about the Chatbot Apps to Learn English. Canadian Journal of Language and Literature Studies, 2(5), 32-41.
Zakrzewski,J., & Newton, B. (2022). Technology in Teacher Education: Student Perceptions of Instructional Technology in the Classroom: Journal on Empowering Teaching Excellence, 6(1), 2-13. DOI: https://doi.org/10.26077/0b43-c702
Ziegler, M. G. (2022). Web 2.0 and knowledge sharing. A literature review. AI, Computer, 1(1), 1-14. https://doi.org/10.5772/acrt.03
Published
2023-04-30
How to Cite
Yucedal, H. M. (2023). Integration of web 2.0 tools in EFL classes: Barriers and solutions. Amazonia Investiga, 12(63), 109-122. https://doi.org/10.34069/AI/2023.63.03.10
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