EFL Teachers’ Perceptions on Blackboard Applications

Abstract

The widespread availability of technological infrastructure has enhanced the adoption of learning management systems (LMSs) in educational institutions. Blackboard is one of the most popular marketable LMSs adopted in higher education institutions. As some previous studies have viewed that positive perceptions played a vital role in adopting new technologies, this paper aims to investigate teachers' perceptions on blackboard applications in the context of teaching English as a foreign language (EFL). To gather data, 32 EFL university teachers from Saudi Arabia were surveyed and interviewed about their perceptions toward the use of the blackboard. The results from the data instruments reveal that EFL teachers have positive perceptions on Blackboard applications to English language teaching. Most teachers view Blackboard as a structured e-learning platform that helps improve the teacher-student relationship in a course and aids to make teaching English more successful. The study findings; however, revealed that the use of blackboard as a blending learning is still focusing on administrative issues rather than pedagogical significance for language learning. Recommendations and directions for future research are highlighted at the end of this article.

The Effect of Blackboard Collaborate-Based Instruction on Pre-service Teachers' Achievement in the EFL Teaching Methods Course at Faculties of Education for Girls

“…Accordingly, Blackboard-based instruction gave scope for the participants and the teacher to go beyond chalk and talk method. Although these results seem to run counter to the conclusions of Hundsberger (2009), which generally revealed no significant differences between technology-based instruction and traditional instruction, they are commensurate with the conclusions of Mathew and Alidmat (2013) and Mohsen and Shafeeq (2014) about the positive effects of the learning varieties offered by Blackboard-based instruction on EFL/ESL learners' achievement and motivation.…”

“…The following are some advantages associated with adopting Blackboard-based instruction (Brown, 2007;Liaw, 2008;Heirdsfield et al, 2011;Fageeh and Mekheimer, 2013;Martin et al, 2013;Al-Jabry et al, 2014;Almelhi, 2014;Mohsen and Shafeeq, 2014 Vol. 9, No.…”

Teaching EFL in Saudi Arabian Context: Textbooks and Culture

“…Such issues invite further investigations. The findings of this study were based on traditional printed textbooks, other types of formats like supporting electronic materials delivered by different modes of learning like Blackboard system (Mohsen & Shafeeq, 2014) or multimedia-delivered instruction (Mohsen, 2015(Mohsen, , 2016a(Mohsen, , 2016b need to be treated with from the instructors' and learners perspectives. Future studies are recommended to consider such issues to provide comprehensive results.…”

Faculty members’ perceptions towards utilizing blackboard in teaching system at Hafr Al-Batin University, Saudi Arabia

“…[8] The tools in Bb have the potential to change the way teachers teach and learners learn to meet the individual needs of students. [9] The Bb System is a virtual learning environment and Webbased server software that features course management, customizable open architecture, and scalable design to allow integration with student information systems and authentication protocols. Its main purposes are to add online elements to courses traditionally delivered face-to-face and to develop completely online courses with few or no face-to-face meetings.…”