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Data were collected via focus group interviews, student and teacher reflective journals, and an academic achievement test. 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Listening comprehension and related factors were assessed using focus group interviews, reflective journals from students and teachers, and an academic achievement test.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the findings suggest about Web 2.0 gamification?",{"text":72,"@type":64},"Using Web 2.0 tools through gamification helped capture students’ attention and supported improvements in their language learning skills.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601453,1792210628,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Effect of 2.0 Tools Listening Comprehension Skills Second Foreign Language German Course  \nEffect of Web 2.0 Gamification Tools on Listening Comprehension Skills in a Second Foreign Language German Course  \nLatife Yıldırım  \n[latife.yildirim@meb.gov.tr](latife.yildirim@meb.gov.tr)  \n[https://orcid.org/0000-0002-6797-3590](https://orcid.org/0000-0002-6797-3590)  \nIstanbul Uskudar High School, Turkey  \nEngin Karahan  \n[enginka@metu.edu.tr](enginka@metu.edu.tr)  \n[https://orcid.org/0000-0003-4530-211X](https://orcid.org/0000-0003-4530-211X)  \nMiddle East Technical University, Turkey  \nAbstract  \nThe purpose of this study is to investigate how gamification using Web 2.0 tools affects secondary school students’ listening comprehension skills on a German second language course. The sub-purposes are to investigate the study’s outputs, such as course interest and academic motivation. The design of the study was action research, which is one of the recognized methods of qualitative research. The participants of the study were 34 ninthgrade high school students (15 males, 19 females) aged 14 or 15 years old enrolled to a state-project school. Focus group interviews, both student and teachers’ reflective journals, and an academic achievement test were utilized to assess the participant students’listening comprehension skills, and formed the data collection tools used to obtain detailed information about the research process. According to the findings of the study, the use of Web 2.0 tools enabled by way of the gamification method helped capture the students’attention and strengthen the steps taken to improve their language learning skills. Although the students’ learning styles varied, one point of commonality was their use of gamification.  \nKeywords  \nGamification; Web 2.0; Action Research; German Teaching; Listening Comprehension Skills  \nDigital Education Review ⎮ ISSN 2013-9144 ⎮ [http://revistes.ub.edu/der](http://revistes.ub.edu/der)  \nNumber 43, June 2023 ⎮ [http://doi/10.1344/der.2023.43.35-65](http://doi/10.1344/der.2023.43.35-65) 37  \nI. Introduction  \nIt is widely believed that learners experience feelings of tension, fear, and worries over potential failure when the term foreign language learning is mentioned. The use of inappropriate teaching and learning systems as well as the prejudices held against things unknown as a human emotion or an area that cannot easily be mastered and requires significant effort, both prolong and force people into a hapless cycle when it comes to foreign language learning. Whilst it is clear that educational institutions where foreign language teachers have worked can differ considerably (Iş ık, 2008), the problems and challenges they will have faced in teaching foreign languages are well known. The difficulties encountered in second foreign language learning and teaching may also be similar to that experienced in first foreign language learning. It should not be forgotten, however, that language is a holistic learning area.  \nDifficulties experienced in the teaching and learning of a second foreign language are often related to factors other than the teaching system itself, the administration, or even the curriculum (Can & Iş ık Can, 2014) . These factors include individual, social, legal, pedagogical, administrative, and cultural considerations. Furthermore, while even native German language speakers can struggle with certain rules and situations, it can be predicted that those learning German as a foreign language face additional stress. At the same time, differences in German pronunciation can lead to an aversion to learning the language, and the difficulties in German language pronunciation may instill prejudices in language learning students. As a result, efforts have been made to identify the most effective practices for the successful teaching of basic German language skills, and one of the more widely accepted models has been the holistic approach.  \nThe holistic competence model of the","cbCaijdK8UTmzpaA","https://ap.wps.com/l/cbCaijdK8UTmzpaA","pdf",254355,31,"English","# Introduction\n## Foreign language learning challenges in learners\n## Holistic approach and language skills framework\n## Gamification concept and goal-oriented learning","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To investigate how gamification using Web 2.0 tools affects secondary school students’ listening comprehension skills in a German second language course.\"},{\"question\":\"How was the study designed and what data sources were used?\",\"answer\":\"The study used action research. Listening comprehension and related factors were assessed using focus group interviews, reflective journals from students and teachers, and an academic achievement test.\"},{\"question\":\"What do the findings suggest about Web 2.0 gamification?\",\"answer\":\"Using Web 2.0 tools through gamification helped capture students’ attention and supported improvements in their language learning skills.\"}]","Effect of Web 2.0 Gamification Tools on Listening Comprehension Skills in a Second Foreign Language German Course | PDF",1792092640,78]