Abstract:
This study investigated the integrating of Web 2.0 technology tools in English language class to test the potential of developing learners’ English language skills and to evaluate their perspectives towards this integration. The study targeted two groups of learners enrolled in an English language service course at a local Palestinian university. Sixty four learners participated in the study and they were divided into two groups: a control group (37 learners), which received traditional teaching practices, and an experimental group (27 learners), which was exposed to two Web 2.0 tools: a Facebook group and Before You Know It (BYKI) vocabulary tool. The study used the following instruments: pre- and post-tests for both groups and pre- and post- questionnaires and semi-structured interviews for the experimental group. The results showed no statistically significant differences between the achievements of the learners in the experimental group and the control group in the pre- and post-placement tests. However, the results of the questionnaires, which were only given to the experimental group, have shown statistically significant differences between the responses of the learners in the pre- and the post-questionnaires. The learners expressed high satisfaction with the technology tools used, indicating that they learned faster and enjoyed learning with the Web 2.0 tools. This paper closes with implications for the use of technology for in-service and university English teachers.
