Revisiting the Effectiveness of Blackboard Learning Management System in Teaching English in the Era of COVID-19

Abstract

The study carries out a detailed review of the overall impact of deploying the Blackboard online platform in the EFL teaching-learning process. In pursuing this aim, this study has followed the narrative literature approach, using analytical and comparative techniques as primary research methods. Numerous studies have been analysed thoroughly to conclude whether these technology-oriented tools directly affect the EFL teaching-learning process. The study also provides a definitive opinion regarding the usefulness of blackboard technology. The analysis of literature pointed out that EFL classes were positively influenced when Blackboard technology was utilised. Blackboard technology’s advantages in EFL were found to outnumber their disadvantages. However, technical challenges remain in integrating this technology successfully into modern classrooms. It should also be noted that while such technology-based teaching tools are a step in the right direction, they should not be considered as a perfect replacement for time-tested teacher-student classroom interactions that happen organically in classrooms. Additional preparation is also required from both teachers and students to make a meaningful contribution to such technology-oriented classes. Particularly, teachers need much training, encouragement, and support to move towards further advanced and collaborating pedagogies online.

Teachers' Perspectives towards Online Professional Development Programs during the Period of COVID-19 Pandemic in the Saudi EFL Context

“…Improving teachers' quality of instruction via teacher PD programs has been a top priority in many nations. Since its inception, PD has undergone several changes (Al-khresheh, 2021b;Elliott, 2017;Yates, 2007). Furthermore, according to Hiebert (1999), studies on teacher learning point out that compelling chances to learn new-fangled teaching methods have numerous essential features, such as: "(a) ongoing collaboration of teachers for purposes of planning, with (b) the explicit goal of improving students' achievement of clear learning goals, (c) anchored by attention to students' thinking, the curriculum, and pedagogy, with (d) access to alternative ideas and methods and opportunities to observe" them in action, enabling reflections on the causes for their effectiveness (p.15).…”

Investigating English as a foreign language learners’ perceptions, emotions, and performance during online collaborative writing

“…In a study on faculty members’ perceptions of BB at three different Universities in KSA, El Zawaidi (2014) found that most faculty members considered BB to be easy to use which could assist them in teaching due to its technological features. However, along with reporting the high percentage of positive experiences with BB, Al-Khresheh (2021) also mentioned several issues that could slow down the adoption of this tool. Such issues, as argued by AbuSa’aleek and Shariq (2021) , can include students’ preference issues, technical issues, and timing issues, among others.…”

“…Accordingly, a great deal of communication and learning-related tasks (e.g., report and assignment submission, announcements, and information dissemination, etc.) can be accomplished using BB ( Al-Khresheh, 2021 ).…”

Criteria for Selecting a Cloud-Based Learning Management System for a Higher Education Institution

“…Mohammad Hamad Al-khresheh carried out a detailed review of the overall impact of deploying the Blackboard online platform in the EFL teaching-learning process. The researcher also concludes that teachers need training, encouragement and support to use online teaching tools [6].…”