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Abstract

The purpose of this study was to examine the effect of connectivism instructional method in comparison with communicative language teaching method on academic self-efficacy and task value among students in EFL. The current study was a 2 (instructional methods)*2 (genders) factorial design with pre-post-test. Statistical population included all high school students in grade 3 from Ramhormoz city in Iran. Participants included students in four classes that were selected by available sampling method and then completed the motivational beliefs subscale of MSLQ (1991). The results showed the connectivism instructional method was significantly more effective than communicative language teaching method. Based on the results of this research, it is concluded that connectivism instructional method provide unique opportunities for increasing the self-efficacy and task value of students by increasing social intractions and diversity for choosing tasks. Accordingly, this research suggests the application of connectivism instructional method in order to increase academic self-efficacy and task value in EFL classrooms for the students.