Abstract
The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students’ satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students’ level of satisfaction. The results revealed that students’ satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.
Highlights
The rapid and continuing development of Information and Communication Technology (ICT) has contributed to the emergence of Technology-Enhanced Learning (TEL), where such technologies facilitate the exchange of information and the spread of knowledge beyond the boundaries of traditional classrooms
The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context
It is assumed that Blended Learning (BL) module will lead to a greater EFL students’ satisfaction with the BL experience
Summary
The rapid and continuing development of Information and Communication Technology (ICT) has contributed to the emergence of Technology-Enhanced Learning (TEL), where such technologies facilitate the exchange of information and the spread of knowledge beyond the boundaries of traditional classrooms. As educators move their teaching practices to online environments and start to adapt web technologies to enhance their teaching pedagogies, the need arises to test the feasibility and advantages of such transfer with regard to the students’ learning styles, interests, and readiness to adopt such changes in pedagogical practices. The distance education model that has been introduced at most universities in KSA is supplemented with BL models, which will contribute to enhancing these universities’ e-learning offerings
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