The effect of computer–assisted language learning (CALL)/web-based instruction on EFLlearners’ general and academic self-efficacy

The purpose of this study was to investigate the effect of CALL/Web-based instruction on EFL learners’ general and academic self-efficacy. To this end, 110 male and female intermediate level Iranian EFL learners were randomly assigned to two treatment conditions (experimental and comparison). The CALL/Web-based instruction was used in the experimental group, while conventional methods were employed in the comparison group. A general and an academic self-efficacy questionnaire were administered to the participants of both groups prior to and after the treatments. Also, the participants’ proficiency level was checked using their scores on the Michigan Test of English Language Proficiency (MTELP). The ANCOVA procedure was used to analyze the obtained data. Results revealed that CALL/Web-based instruction had a significant effect on learners’ general and academic self-efficacy. The participants of the experimental group experienced significant improvements in their level of general and academic self-efficacy compared with the comparison group participants. The findings of the present study may have implications for L2 learners, teachers, and materials developers.

Web-based instruction  CALL  Motivation  General self-efficacy  Conventional methods