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.
Highlights
Blackboard, as a component of Learning Management System (LMS), has been adopted by many institutions due to its ubiquity, easiness, and accessibility
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)
The results from the data instruments reveal that EFL teachers have positive perceptions on Blackboard applications to English language teaching
Summary
Blackboard, as a component of Learning Management System (LMS), has been adopted by many institutions due to its ubiquity, easiness, and accessibility. Teachers’ perception, whether positive or negative, to the use of Blackboard in teaching English as a foreign language (EFL) may play an important role in customizing students to be a part of online learning environment. Research points out that technology has not been leveraged to its key resources to foster effective learning and teaching because the major task of using technology by most teachers is still to search for the material, notify students to write assignments, and use drill and practice (Ertmer & Ottenbreit-Leftwich, 2010; Koc, 2013). Considering the teachers role in making this shift, this paper aims to investigate teachers’ perceptions on Blackboard applications in English as a foreign language (EFL) environment
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