A Web 2.0 Approach to Online Vocabulary Teaching: Enhancing Vocabulary Knowledge and Reading Comprehension Performance

This study aimed to examine the effects of online vocabulary instruction supported by Web 2.0 tools on the vocabulary knowledge and reading comprehension skills of fourth-grade primary school students. The research sought to determine whether integrating Web 2.0 tools into vocabulary teaching enhances students' language skills compared with instruction based on the current teaching program. A quasi-experimental pre-test–post-test control group design was employed. The participants consisted of 51 fourth-grade students, who were assigned to either an experimental group or a control group. While the experimental group received vocabulary instruction enriched with Web 2.0 tools, the control group was taught using a conventional teaching approach. Data was collected through a vocabulary knowledge achievement test, a narrative text comprehension test and an informational text comprehension test. The data were analyzed using Analysis of Covariance (ANCOVA). The results demonstrated a statistically significant improvement in both vocabulary knowledge and reading comprehension among students in the experimental group compared to those in the control group. These findings indicate that Web 2.0-supported vocabulary instruction has a positive effect on students’ language development. Overall, the study highlights the potential of technology-enhanced instructional practices in fostering vocabulary acquisition and reading comprehension in primary education. Future research may focus on examining the long-term effects of such interventions and their effectiveness across diverse educational contexts.