Akademik Veri Yönetim Sistemi
Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, cilt.13, sa.1, ss.45-66, 2025 (Hakemli Dergi)
While online learning is not a new way of teaching and learning practices, various challenges, often stemming from motivational issues, lead to high dropout rates. For this reason, educators have increasingly integrated gamified tools and online teaching strategies, which offer new learning experiences through game elements. These tools proved especially effective during the COVID-19 pandemic and are expected to continue transforming education across all levels, including higher education. One critical factor influencing student success in both traditional and online settings is self-efficacy. This study investigated the impact of Web 2.0-supported gamification on the self-efficacy of EFL (English as a Foreign Language) students in an online learning environment. A quasi-experimental method and a mixed-method sequential explanatory design were used. Participants included 60 first-year undergraduate students taking English as a compulsory course at a state university in Türkiye. A scale and a semi-structured interview form were used as data collection tools. Quantitative data were analyzed statistically, while qualitative data were examined through content analysis. Findings showed a statistically significant increase in self-efficacy levels of the experimental group who used gamified tools. These results suggest that Web 2.0-supported gamification can be an effective strategy for enhancing learner self-efficacy in online language learning environments.