effects of call-mediated tblt on self-efficacy for reading among iranian university non-english major efl students

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 nonenglish major efl students. through nonprobability 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 preintervention 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 selfefficacy perceptions of the students in the experimental group.