Web 2.0 tools represent a significant evolution in the way technology is used in education, particularly in English Language Teaching (ELT). Unlike traditional web tools that were mostly static and one-way, Web 2.0 emphasizes interactivity, collaboration, and user-generated content, enabling students and teachers to actively participate in the learning process. These tools allow for the creation, sharing, and manipulation of content online, making learning more engaging, personalized, and effective. In the context of ELT, Web 2.0 tools have transformed the methods of teaching reading, writing, listening, and speaking skills, fostering communicative competence and digital literacy simultaneously. One of the most prominent Web 2.0 tools used in education is blogs. Blogs provide students with a platform to express themselves in writing, reflect on their learning, and interact with peers and teachers through comments. In ELT, blogging encourages learners to practice writing skills regularly in an authentic context, improve vocabulary, and develop critical thinking. Teachers can use blogs to post writing prompts, language exercises, or reading assignments, and students can respond online, creating a continuous feedback loop. This environment promotes collaborative learning, as students read and comment on each other’s work, helping them develop editing and peer review skills, which are essential components of writing proficiency. Wikis are another effective Web 2.0 tool for language learning. A wiki is a collaborative platform where multiple users can create, edit, and update content collectively. In an English classroom, wikis can be used for collaborative projects such as creating class dictionaries, story writing, or research assignments. Students contribute to a shared document, learning from each other while practicing grammar, vocabulary, and sentence structure. The collaborative nature of wikis encourages learners to negotiate meaning, correct errors, and co-construct knowledge, which enhances both language acquisition and teamwork skills. Teachers can monitor progress, provide feedback, and guide students toward accuracy and coherence in their contributions. Social media platforms such as Twitter, Facebook, and Instagram, although primarily social tools, have been adapted for educational purposes in ELT. Microblogging on Twitter, for instance, allows students to practice concise writing, summarizing ideas in limited characters, and engaging in discussions with peers. Facebook groups can serve as virtual classrooms where learners share resources, ask questions, or discuss literature and language topics. Instagram can be used for visual storytelling, vocabulary exercises, and project-based learning activities. These platforms make learning contextual and relevant to students’ everyday lives, increasing motivation and engagement. Moreover, they promote authentic communication by connecting learners with native speakers and global communities, enhancing cultural awareness alongside linguistic