چکیده:
The rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Similarly, computer-assisted language learning (CALL) has grown as a field, with the use and integration of technology in the classroom continuing to increase and will continue to play an important role in this maturation process. The present study, hence, reports on an empirical study that investigated the effects of CALL-mediated TBLT on the perceived self- efficacy of Iranian university non-English major EFL students. Through non-probability and convenience sampling, two intact freshmen classes were chosen and randomly assigned as the experimental and the control group. During the treatment sessions, the students in the experimental group received instruction in a CALL-mediated TBLT format, while the control group received no CALL-mediated TBLT instruction but underwent only a task- based instruction on reading without the mediation of CALL. A univariate analysis of covariance (ANCOVA) was run, while controlling for pre-intervention scores as the covariate. A significant effect was found for CALL-mediated TBLT (F = 81.450, p = .000, partial eta squared =.504), suggesting CALL-mediated TBLT had a positive effect on the self-efficacy perceptions of the students in the experimental group .
خلاصه ماشینی:
The present study, hence, reports on an empirical study that investigated the effects of CALL-mediated TBLT on the perceived self-efficacy of Iranian university non-English major EFL students.
Keywords: task-based language teaching, computer-assisted language learning, CALL-mediated TBLT, self-efficacy, reading Introduction For the past 30 years, task-based language teaching (TBLT) has attracted the interest of second language acquisition (SLA) researchers, curriculum developers, educationalists, teacher trainers and language teachers worldwide (Van den Branden, 2006).
g. , Barkley, 2006; Chemers, Hu, & Garcia, 2001; Chou, 2007; Coutinho & Neuman, 2008; Gahungu, 2007; Mills, Pajares, & Herron, 2007; Nevil, 2008; Wu, 2006) has a significant and positive correlation with learner’s academic performance and achievement.
Despite L2 research on various aspects of self-efficacy, the issue of the effects of it on student learning have to date been little investigated within the CALL-mediated TBLT context, especially in Iran.
To achieve the goal, it will employ TBLT as an overarching pedagogical framework, with the inclusion of technology-mediated instruction as a way of providing authentic target language and thus examining how this new L2 learning environment might affect students’ self-efficacy.
Students with a strong sense of academic self-efficacy have been proven to willingly undertake challenging tasks (Bandura & Schunk, 1981), expend greater effort (Salomon, 1984), show increased persistence in the presence of obstacles (Bandura & Schunk, 1981; Linnenbrink & Pintrich, 2002; Schunk, 1982a), show lower anxiety levels (Meece, Wigfield, & Eccles, 1990; Pintrich & DeGroot, 1990), demonstrate flexibility in the use of learning strategies (Bouffard-Bouchard, 1990; Pintrich & DeGroot, 1990), and self-regulate better than other students (Zimmerman, Bandura, & Martinez-Pons, 1992; Zimmerman & Martinez-Pons, 1990).