Web 2.0-Supported Vocabulary Instruction: Fifth-Grade Students’ Achievement and Attitudes toward the English Course

This study investigated the effect of vocabulary instruction enriched with Powtoon and Kahoot on fifth-grade middle school students’ English vocabulary reading and listening achievement and their attitudes toward the English course. The study used an explanatory sequential mixed-methods design. The quantitative phase followed a pretest–posttest quasi-experimental design with experimental and control groups, while the qualitative phase was structured as a case study. Participants were 32 fifth-grade students from a public middle school in the city center of Kırşehir. In the experimental group, vocabulary instruction was supported with Powtoon and Kahoot activities, whereas the control group followed regular curriculum-based instruction. Quantitative data were collected from both groups, and qualitative data were obtained from experimental group students’ views on the implementation. Data were gathered using the “Vocabulary Achievement Test”, the “Attitude Scale toward the English Course”, and “a semi-structured interview form”. Independent- and paired-samples t-tests were used for quantitative analysis, and descriptive analysis was used for qualitative data. The results showed significant differences favoring the experimental group in vocabulary reading achievement, vocabulary listening achievement, and attitudes toward the English course. Interview results showed that students found the tools enjoyable, attention- and interest-grabbing, and motivating, and stated that these tools supported participation in the course, classroom interaction, and learning retention.