Examining German Preparatory Students’ Attitudes Toward Web 2.0 Tools within the Technological Pedagogical Content Knowledge (TPACK) Framework

Rapid developments in digital technologies have made technology integration into learning processes inevitable and increased the importance of the Technological Pedagogical Content Knowledge (TPACK) framework, which emphasizes the integration of technological, pedagogical, and content knowledge. In foreign language education, Web 2.0 tools are considered effective components of technology integration. However, experimental studies examining the effects of structured Web 2.0-based instructional programs on students’ attitudes remain limited. The aim of this study is to investigate the effect of a Web 2.0-based instructional program on German preparatory students’ attitudes toward Web 2.0 tools. The research was designed within a quantitative framework using a one-group pretest–posttest experimental design. Participants were students enrolled in a German preparatory program. Data were collected using the Web 2.0 Tools Attitude Scale in Foreign Language Learning and analyzed by comparing pretest and posttest scores. The findings indicated that the program significantly increased students’ belief, interest, and willingness toward Web 2.0 tools. However, no significant change was observed in negative attitudes. The results suggest that structured integration of Web 2.0 tools enhances students’ attitudes toward technology-supported foreign language learning. This study contributes experimental evidence and offers implications for instructional design and technology integration.