The Effect of Gamification with Web 2.0 Tools on EFL Learners' Motivation and Academic Achievement in Online Learning Environments

New teaching and learning practices related to gamified tools in online learning environments have become even more important during the pandemic and will continue to reshape educational processes, including higher education institutions, in the post-pandemic period. In line with this, the present study aimed to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners' motivation and academic achievement levels in online learning environments through a quasi-experimental research method and was based on a mixed-method sequential explanatory research design. The participants of the study are 60 freshman learners studying at a state university in T & uuml;rkiye. The data were obtained through a scale, an Achievement Test, and a semi-structured interview. The quantitative data were analyzed via statistical measures, and the qualitative data were analyzed through content analysis. The findings indicated that the treatment via gamified Web 2.0 tools had a statistically significant difference in favor of the experimental group in terms of the participants' motivation/course interest levels and the experimental group scored higher on the Achievement Test compared to the control group. The study aims to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners' motivation and academic achievement levels in online learning environments. The participants of the study are 60 freshman learners studying at a state university in T & uuml;rkiye. The data were obtained through two scales, an achievement test, and a semi-structured interview. The findings indicated that the treatment via gamification tools has a statistically significant difference in favor of the experimental group in terms of participants' motivation / course interest levels. The experimental group had higher scores in the achievement test when compared to the control group as well. As a limitation, the findings may not be generalizable to other students of different contexts and different settings as the data were collected from only 60 learners. Despite the limitations, the current study has several implications in today's digital world. Each level of educational institution needs to provide its learners with interactive learning settings which arouse interest in the course and motivate them for more dynamic participation / engagement process. The current study is believed to reveal an alternative way in that the instruction with the help of Web 2.0 tools in online learning environments contributes to increase learner course interest/motivation and academic achievement levels that possibly decrease course dropouts in those settings.