Saudi Learners' Attitudes Toward Using Blackboard in Learning English Language: Based on Activity Theory

Abstract

In recent times, the way of learning as well as teaching in educational institutions and organizations has undergone a significant transformation. With the outbreak of the Covid-19, Saudi Arabia's Ministry of Education (higher education sector) has shifted the English language learning via Blackboard. Therefore, it prompts the need to understand the technology and its antecedents better. This paper aims to evaluate the use of Blackboard as a learning tool concerning its usefulness and effectiveness along with learner satisfaction and behavioural intention. This study takes an activity theory approach to develop a research model to assess learner attitudes toward the new technology, Blackboard. The data used in this study were obtained from 156 undergraduate students using Blackboard technology at the University of Jeddah through a comprehensive questionnaire. All data analyses were performed using the structural equation modelling technique through SPSS 22 and AMOS 22. The study involved the calculation of descriptive statistics (frequency, percentage, mean, and standard deviation). Structural equation modelling was used to confirm the standardized factor loading and analyze the hypotheses of the study. The convergent validity was determined using composite reliability and average variance extracted along with standardized factor loading. Perceived self-efficacy, self-regulation, anxiety, autonomy, and ease of use, as well as interactive learning environments, are expected to have a positive effect on the perceived usefulness and satisfaction of Blackboard as learning tools. These are important factors to determine learner behavioural intention that consequently promote learning effectiveness. The study contributes a significant part in the adoption of technology and e-learning, which can help an institution identify the factors that motivate the students to adopt e-learning.