Saudi EFL Students’ Use and Perceptions of Blackboard before and during Online Learning Amid COVID-19

Abstract

Online learning becomes the means of education during COVID-19. Blackboard is one of the learning management systems that has been widely used before and during the pandemic. This study focuses on English as a Foreign Language (EFL) students’ use and perceptions of Blackboard. It explores and compares EFL students’ use and perceptions of Blackboard considering three phases: before COVID-19 in 2019, during online learning in 2020, and during online learning in 2021. A questionnaire and semi-structured interviews were used to collect the data. A total of 381 Saudi EFL students participated in the study. The results show that there are statistically significant differences in EFL students’ use of Blackboard between the three phases. EFL students’ use of Blackboard increased during online learning in 2020 compared to 2019, especially concerning the frequency of visiting Blackboard and the time students spent using it. Further, EFL students’ use of Blackboard increased significantly during online learning in 2021 compared to 2019 with regard to visit frequencies, time spent, and Blackboard tools used. Considering perceptions, the results indicate that there are statistically significant differences in students’ perceptions of Blackboard in terms of easiness and usefulness between the three phases. Interestingly, students had more positive perceptions of Blackboard before COVID-19 in 2019 and during online learning in 2021. The technical problems that students faced while using Blackboard during 2020 might have affected their perceptions. The study results of students’ use and perceptions of Blackboard are discussed in light of institutional policies and support.

Teachers’ Perspectives towards Teaching English Online at the Tertiary Level in Saudi Arabia

“…In the Saudi context, the same surge in the amount of research examining online language teaching from the perspectives of students has also been witnessed in the last two years (e.g., Al-Nofaie, 2020;Almekhlafy, 2020;Alsuhaibani, 2021;Alzamil, 2021;Mahyoob, 2020;Oraif & Elyas, 2021). However, fewer studies have examined teachers' perspectives towards online language teaching in Saudi Arabia (Hakim, 2020;Khafaga, 2021;Rahman, 2020).…”

Teachers’ Perspectives towards Teaching English Online at the Tertiary Level in Saudi Arabia

“…In the Saudi context, the same surge in the amount of research examining online language teaching from the perspectives of students has also been witnessed in the last two years (e.g., Al-Nofaie, 2020;Almekhlafy, 2020;Alsuhaibani, 2021;Alzamil, 2021;Mahyoob, 2020;Oraif & Elyas, 2021). However, fewer studies have examined teachers' perspectives towards online language teaching in Saudi Arabia (Hakim, 2020;Khafaga, 2021;Rahman, 2020).…”

The Use of Blackboard in the Practice of English-Speaking Skills among Saudi EFL Learners during COVID-19

“…As for universities, the potentials of using technologybased instruction and learning is mature enough to cater for the previously stated complications, the application of Blackboard Computer and Internet-Based Virtual Class (CIBVC) in teaching and learning speaking skills should be of great interest (Al Ajlan, 2021). Colorado and Eberle (2012) The mode of Blackboard communication is of particular interest since it builds up an individualized and private class setting in stark contrast to a large class size of a specific Saudi EFL class (Alsuhaibani 2021;Moh'd Amer Hawari & Huwari 2021;Ta'amneh, 2021).…”