The effect of computer-assisted language instruction on improving EFL learners’ autonomy and motivation

The present study was conducted to investigate the effect of CALL/Web-based and conventional instructions on improving EFL learners’ autonomy and motivation. To this end, a sample of 110 intermediate level Iranian EFL students were selected and divided into two groups: the experimental and the comparison groups. Each group of participants was then randomly assigned to one of the treatment conditions. The CALL/Web-based instruction was used in the experimental group, while the conventional methods were employed in the comparison group. An autonomy questionnaire and a motivation questionnaire were administered to the participants of both groups prior to and after the treatment. The ANCOVA procedure was used to analyze the obtained data. Results indicated that CALL/Web-based instruction had a significant effect on both students’ autonomy and motivation. The participants of the experimental group experienced significant improvements in their level of autonomy and motivation 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, Autonomy, Motivation