TEACHERS’ AND STUDENTS’ PERCEPTIONS OF WEB 2.0 TOOLS FOR ENGLISH LANGUAGE LEARNING IN EKITI STATE SECONDARY SCHOOLS, NIGERIA

Abstract

This study investigated the perceptions of teachers and students towards the use of Web 2.0 tools for learning English as a Second Language (ESL) in secondary schools in Ekiti State, Nigeria. Using a descriptive survey design, data were collected from 1,245 Senior Secondary School Three students and 34 English language teachers in Moba Local Government Area through a self-designed questionnaire with a reliability coefficient of 0.78. The findings revealed that there was no significant difference between the perceptions of teachers and students regarding the use of Web 2.0 for teaching ESL, and similarly, no difference was found between male and female students in their perceptions of Web 2.0 tools for learning. The study established that both teachers and students hold similar perceptions regarding the use of Web 2.0 tools in teaching and learning English as a Second Language in secondary schools. It also revealed that gender does not influence students’ attitudes towards the adoption of these technologies. Based on these findings, the study concludes that effective training and orientation should be provided for teachers and students to enhance their competence in utilizing Web 2.0 platforms such as Facebook, WhatsApp, Twitter, LinkedIn, and YouTube. Such training will not only improve classroom interaction but also foster more engaging and collaborative approaches to the teaching and learning of English in Nigerian secondary schools.