Abstract
This study investigates the perceptions and use of Blackboard among English as a foreign language (EFL) faculty members. Moreover, it explores the effect of age, years of experience using Blackboard, and academic rank on the perception and use of Blackboard. The sample comprised 149 EFL faculty members from different Saudi universities. This quantitative study utilized an online self-reported questionnaire for data collection. Data were analyzed using descriptive statistics, such as mean, standard deviation, and Kruskal-Wallis test. The analysis yielded noteworthy findings. Firstly, faculty members held moderately positive views towards Blackboard. Furthermore, they reported moderate usage of Blackboard, primarily for announcements, course descriptions, and course content. Interestingly, age and academic rank did not significantly influence faculty members’ perceptions and use of Blackboard. However, the length of Blackboard years of experience had a notable impact, as more excellent experience correlated with more frequent usage and positive perceptions of the platform. The study’s findings have several pedagogical implications that can inform instructional practices and the integration of Blackboards in EFL classrooms in higher education in Saudi Arabia.
Published Version
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