In line with the immense developments in technology recently, Web 2.0 tools have been prevalently adopted and used in language education both in intramural and extramural settings. Previous research mostly investigated this issue from various perspectives, including learners’ and teachers' attitudes, learners’ motivations, focusing mostly on older learner settings such as high schools and tertiary education. Focusing on young learners, an under-researched area in language education, this study examines the effect of use of Web 2.0 tools on learners’ English vocabulary attainment through quasi-experimental method. A pre-test was applied to both control and experimental groups, consisting of 20 small children studying in the 2nd grade (eight year olds) which was followed a 4-week intervention of teaching the same topics with and without the use of Web 2.0 tools, and finally a post-test was applied to both groups. Findings revealed that the scores of experimental group were far better than those of control group, indicating that Web 2.0 tools had a positive impact on their vocabulary acquisition. Pedagogical implications are provided for young learner education based on the findings of this study.
Saydam et al. (Mon,) studied this question.