The purpose of this research is to assess the effect of Voki, a tool of web 2.0 on students’ academic achievement and attitudes towards English courses. The study group of this research, using a quasi-experimental design with a pretest-posttest control group, consists of 5th-grade students at a public secondary school in the Merkezefendi district of Denizli province, Turkey. In the experiment group, the “Party Time” unit was taught via Voki-supported activities while the same unit was taught according to the current curriculum without using Voki in the control group. The entire process of the experiment lasted 6 weeks. In the study, the academic achievement test and attitude scale towards English courses (Cronbach’s Alpha = 0.92) were used to measure dependent variables. The normality distributions of the data were examined after the data were collected, and it was decided to analyze the data through the mean, standard deviation, and independent-sample t-test. According to the results of the research, there was an increase in the achievement test scores of both groups in the English lesson. However, a statistically significant difference was observed in the speaking section of the experimental group in the achievement test. There was no significant difference between the attitudes of the groups towards English courses. It is therefore recommended that English teachers should use Voki application in speaking activities.

本研究的目的是评估网络 2.0 工具 Voki 对学生学业成绩和对英语课程态度的影响。本研究的研究小组采用准实验设计和前测后测对照组，由土耳其代尼兹利省 Merkezefendi 区一所公立中学的 5 年级学生组成。在实验组中，“派对时间”单元是通过 Voki 支持的活动来教授的，而在对照组中，同一单元是根据当前课程而不使用 Voki 来教授的。整个实验过程持续了6周。本研究采用学业成绩测试和对英语课程的态度量表（Cronbach's Alpha = 0.92）测量因变量。数据采集​​后检验数据的正态分布，决定采用均值、标准差和独立样本t检验对数据进行分析。根据研究结果，两组在英语课上的成绩测试成绩都有所提高。然而，在成绩测试中，实验组的口语部分观察到了统计学上的显着差异。各组对英语课程的态度没有显着差异。因此建议英语教师在口语活动中使用 Voki 应用程序。在英语课上，两组的成绩测试成绩都有所提高。然而，在成绩测试中，实验组的口语部分观察到了统计学上的显着差异。各组对英语课程的态度没有显着差异。因此建议英语教师在口语活动中使用 Voki 应用程序。在英语课上，两组的成绩测试成绩都有所提高。然而，在成绩测试中，实验组的口语部分观察到了统计学上的显着差异。各组对英语课程的态度没有显着差异。因此建议英语教师在口语活动中使用 Voki 应用程序。