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The Effect of Web 2.0-Supported Gamification on EFL Students' Self-Efficacy in Online Learning Environments

Year 2025, Volume: 13 Issue: 1, 45 - 66, 27.06.2025

Tuba Temel , Kürşat Cesur

https://doi.org/10.52826/mcbuefd.1449106

Abstract

While online learning is not a new way of teaching and learning practices, various challenges, often stemming from motivational issues, lead to high dropout rates. For this reason, educators have increasingly integrated gamified tools and online teaching strategies, which offer new learning experiences through game elements. These tools proved especially effective during the COVID-19 pandemic and are expected to continue transforming education across all levels, including higher education. One critical factor influencing student success in both traditional and online settings is self-efficacy. This study investigated the impact of Web 2.0-supported gamification on the self-efficacy of EFL (English as a Foreign Language) students in an online learning environment. A quasi-experimental method and a mixed-method sequential explanatory design were used. Participants included 60 first-year undergraduate students taking English as a compulsory course at a state university in Türkiye. A scale and a semi-structured interview form were used as data collection tools. Quantitative data were analyzed statistically, while qualitative data were examined through content analysis. Findings showed a statistically significant increase in self-efficacy levels of the experimental group who used gamified tools. These results suggest that Web 2.0-supported gamification can be an effective strategy for enhancing learner self-efficacy in online language learning environments.

Keywords

Gamification learning self-efficacy online learning online learning environments web 2.0 tools

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Çevrimiçi Öğrenme Ortamlarında Web 2.0 Destekli Oyunlaştırmanın Yabancı Dil Olarak İngilizce Öğrenen Öğrencilerin Öz Yeterliliklerine Etkisi

Year 2025, Volume: 13 Issue: 1, 45 - 66, 27.06.2025

Tuba Temel , Kürşat Cesur

https://doi.org/10.52826/mcbuefd.1449106

Abstract

Bu çalışmanın amacı, Kahoot!, Socrative, Quizizz ve Mentimeter gibi Web 2.0 araçlarıyla oyunlaştırmanın çevrimiçi öğrenme ortamlarında İngilizce öğrenenlerin öğrenme öz yeterlilikleri üzerindeki etkilerini yarı deneysel araştırma yöntemi ve karma yöntemli sıralı açıklayıcı araştırma tasarımı ile araştırmaktır. Çalışmanın katılımcıları, Türkiye'deki bir devlet üniversitesinde 1. sınıfta lisans öğrenimi görmekte olan ve ingilizceyi zorunlu ders olarak alan 60 üniversite öğrencisinden oluşmaktadır. Veriler toplama aracı olarak ölçek ve yarı yapılandırılmış görüşme formu kullanılmıştır. Nicel veriler için istatistiksel ölçümler kullanılmış, nitel veriler için ise içerik analizi yapılmıştır. Bulgular, oyunlaştırılmış web 2.0 araçlarıyla yapılan uygulamanın öğrenme öz-yeterlilik düzeyleri açısından deney grubu lehine istatistiksel olarak anlamlı bir fark yarattığını ortaya koymuştur. Dolayısıyla, oyunlaştırılmış Web 2.0 araçlarıyla yapılan uygulamanın çevrimiçi öğrenme ortamlarında öğrenen öz-yeterliliğini artırmada faydalı olduğu sonucuna varmak mümkündür.

Keywords

Oyunlaştırma öğrenme öz yeterliliği çevrimiçi öğrenme çevrimiçi öğrenme ortamları web 2.0 araçları

Ethical Statement

This study is an original study; We acted in accordance with the principles and rules of scientific ethics in all stages of the study, including preparation, data collection, analysis and presentation of information; We cite sources for all data and information not obtained within the scope of this study and include these sources in the bibliography; We declare that I have not made any changes to the data used and that I comply with ethical duties and responsibilities in the study.

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Details

Primary Language English
Subjects Applied and Developmental Psychology (Other)
Journal Section Research Articles
Authors

Tuba Temel 0000-0003-4438-060X

Kürşat Cesur 0000-0001-5091-9793

Publication Date June 27, 2025
Submission Date March 8, 2024
Acceptance Date April 9, 2025
Published in Issue Year 2025 Volume: 13 Issue: 1

Cite

APA Temel, T., & Cesur, K. (2025). The Effect of Web 2.0-Supported Gamification on EFL Students’ Self-Efficacy in Online Learning Environments. Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 45-66. https://doi.org/10.52826/mcbuefd.1449106
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