Abstract
Keeping the importance of technology-enhanced language learning in mind, this study intended to inspect the effects of online learning as a sub-category of technology-based instruction on the self-confidence, self-esteem, and self-efficacy of EFL learners in the EFL context of Uzbekistan. To perform this study, 80 EFL learners were selected and divided into two groups: The Control Group (CG) and the Experimental Group (EG). Before doing the research, the groups were pretested on self-efficacy, self-esteem, and self-confidence. Next, the CG received a traditional treatment; no technology-based instruments were used. Five units of Touchstone 3 were instructed to this group in a face-to-face class by their teacher. The same lessons were taught to the EG via applying online instruction. After teaching all lessons, the posttests of self-efficacy, self-esteem, and self-confidence were administered to both groups. The results of the independent samples t-test and ANCOVA test displayed that the differences among the posttests of the two groups were statistically substantial. The EG outstripped the CG on the three posttests. The EFL teachers, learners, and material developers can benefit from the impact of the research.
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