Abstract
The popularity of learning management systems (LMSs) in ELT has been enhanced due to extensive availability of technological infrastructure for educational institutions. Previous studies reveal the fact that adoption of new technologies is always supported by the positive insights of the practitioners. Current study is based on the same ideology and aims to explore EFL teachers’ perceptions of the constructive application of blackboard technology in English Language Teaching. In order to investigate the teachers’ perceptions on the use of blackboard system, the researcher and 40 Language teachers from a major English Language Institute -King Abdulaziz Universty (KAU)-participated in this study; a survey questionnaire was used as the research tool. Overall study reflects a positive trend towards the use of blackboard system in language teaching at ELI – KAU. Majority of the participants confirmed that the use of Blackboard provides a structured e-learning platform that facilitates the development of a healthy learner-centered arena in ELT. Additionally, the present study aims to highlight the pedagogical implication of blackboard system as a source of blended learning.
Highlights
Due to its’ flexible accessibility, pervasiveness, and ease of use, many institutions in kingdom of Saudi Arabia (KSA) have implemented blackboard as a component of learning management systems (LMSs)
Findings of the study reflect that majority of the English Language teachers have positive perceptions towards the application of the Blackboard in language teaching process
Another worthwhile point is that the item with the highest mean value is 4.9. This shows the teachers’ complete confidence on the use of activities in an easier manner for the students to help them learn the foreign language. It indicates that majority of the teachers possess positive pedagogical approach regarding the integration of technology in language teaching
Summary
Due to its’ flexible accessibility, pervasiveness, and ease of use, many institutions in kingdom of Saudi Arabia (KSA) have implemented blackboard as a component of LMS. Teachers’ varying perceptions about the use of blackboard in teaching English as a foreign language (EFL) may play a vital role in developing the students’ interest towards this online learning tool. Since most of the teachers are still using technology as a search engine for teaching material, sending assignment notifications, sharing course content and practice sessions, technology has not been utilized to its maximum advantage as an effective teaching tool to foster effective learning (Ertmer & OttenbreitLeftwich, 2010; Koc, 2013). Bearing in mind the teachers role in bringing this change from administrative use to pedagogical approach, the current study aims to explore teachers’ perceptions on Blackboard applications in English as a foreign language (EFL) environment
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