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.
Sağlık et al. (Thu,) studied this question.
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