Motivational Outcomes of Connectivism Instructional Method on Motivational Beliefs in Comparison with Grammar-Translation Method among High School Students

The purpose of this study was to examine the effect of connectivism instructional method in comparison with grammar-translation instructional method on English academic self-efficacy and task value among students. The current study was a 2 (instructional methods) *2 (genders) factorial design with pre-post-test. Statistical population included all the high school students in grade 3 from Ramhormoz city. Participants included students in four classes that were selected by available sampling method and then completed the part of motivational beliefs of MSLQ (1991), too. The results showed the connectivism instructional method was significantly more effective than grammar-translation instructional 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 of social interactions and diversity for choosing of tasks. Accordingly, this research suggests the application of connectivism instructional method in order to increase English academic self-efficacy and task value as a foreign language for the students.