UZBEK EFL LEARNERS’ LEARNING STRATEGIES AND PERCEPTIONS IN COMPUTER-ASSISTED LANGUAGE LEARNING

           The role of language learning strategies in computer-assisted language learning has significance to ESL education and learners have different attitudes and opinions regarding the involvement of computers in English learning, sometimes called Computer-Assisted Language Learning (CALL). Thus, this study aims to explore what language learning strategies Uzbek EFL learners use in computer-assisted environments and reveal their perceptions about computerassisted English learning.    The participants of the study were 60 EFL learners from different universities in Uzbekistan: 41 male and 19 female students. Two instruments were used in this study. First, a questionnaire concerning learning strategies was adopted and revised from Figura and Jarvis (2007). Second, a survey about learners’ perception about computer-assisted self-access language learning was adopted from Seden (2004). To collect data, an online method (Google survey) was used. The Statistical Package for Social Sciences (Descriptive statistics, ANOVA, MANOVA and Pearson correlations) was utilized to analyze the data. The results of this research identified that among the strategies, metacognitive strategy was the most often used. In relation to age, only social strategy showed a significant difference among participants within the ‘20-22’ age group and ‘more than 28’ age groups. However, gender and English proficiency did not reach statistical significance. In relation to Uzbek students’ perception about CALL, it was found that Uzbek English learners have an active and positive attitude toward CALL. In particular, among language skills, CALL was perceived to have the most significant impact on improving listening skills. Based on the findings, the study makes pedagogical suggestions about the importance of CALL and the effective learning strategies in CALL.