Includes bibliographical references.

This study investigated the effectiveness of the Web 2.0+ Task-Based Language Teaching (Web 2.0+TBLT) method in developing independent learning skills among students. Grounded in Connectivism, Halliday's Sociolinguistic Theory, and Constructivism, a mixed methods approach was employed. The quantitative strand utilized a pre-test and post-test design withy a control group receiving the Traditional Method and two experimental groups exposed to TBLT and Web 2.0+RBLT methods, respectively. The qualitative strand involved a focus group discussion with students from the Web 2.0+TBLT group. Data analysis included frequency and percentage distribution, t-tests, and ANOVA for quantitative data, and thematic analysis for qualitative data. Findings revealed significant improvement in the Web 2-0+TBLT group's test scores compared to the groups exposed to Traditional and TBLT methods. Additionally, the focus group discussion highlighted positive student experiences with the method's effectiveness in promoting independent learning. This research contributes to the field of ELT by informing educators about the affordances of integrating Web 2.0 tools with TBLT t enhance students' learning and language skills.

College of Education Graduate Studies Doctor of Philiosophy major in English Language Teaching

In English