Exploring pedagogical perspectives of EFL instructors: advantages, disadvantages, and implications of Blackboard as an LMS for language instruction

Figures & data

Figure 1. Convergent/parallel mixed methods design: a(QUAN-QUAL) approach based on Creswell and Clark (2018).

Table 1. Score ranges for low, moderate, and high.

Score range	Rating
1–2.33	Low
2.34–3.67	Moderate
3.68–5	High

Table 2. Descriptive statistics of EFL teachers’ beliefs about teaching english via blackboard.

	Mean	SD	Rating
1. Teaching via Blackboard Collaborate improves learners’ listening skills.	3.28	1.08	Moderate
2. Teaching via Blackboard Collaborate improves learners’ speaking skills.	3.04	1.14	Moderate
3. Teaching via Blackboard Collaborate improves learners’ reading skills.	3.23	1.01	Moderate
4. Teaching via Blackboard Collaborate improves learners’ writing skills.	2.66	1.24	Moderate
5. Teaching via Blackboard Collaborate improves learners’ vocabulary skills.	3.15	0.98	Moderate
6. Teaching via Blackboard Collaborate improves learners’ grammar.	2.98	1.09	Moderate
7. Teaching via Blackboard Collaborate improves learners’ pronunciation skills	3.09	1.16	Moderate

Table 3. Pros and cons of teaching listening skills via blackboard (LMS).

	Blackboard Collaborate	Face-to-face Teaching
Listening skills
Pros:	- Flexibility in accessing audio and video materials	- Opportunities for immediate feedback
	- Multiple practice opportunities with recorded lectures	- A higher level of teacher-student and student-student interaction
	- Easy access to a variety of listening activities	- Real-time classroom management
Cons:	- Technical issues such as audio-video glitches and connectivity problems	- Distractions and noise in the classroom
	- Difficulty in assessing students’ actual engagement and interest in online lessons	- Dependence on the quality of listening devices
	- Lower level of student-student interaction	- External distractions affecting listening

Table 4. Pros and cons of teaching speaking skills via blackboard (LMS).

	Blackboard Collaborate	Face-to-face Teaching
Speaking skills
Pros:	- Reduced anxiety for students, allowing for more confident participation	- Face-to-face interaction, building trust and confidence
	- Breakout groups for shy students to practice speaking without fear	- Monitoring of discourse markers and strategies
	- Personalized feedback from instructors	- Immediate correction of speaking errors
	- Peaceful environment for focused speaking activities	- Motivating and suitable for weaker students
Cons:	- Internet disruptions and microphone malfunctions	- Difficulty in monitoring online speaking events
	- Dominance of students with better devices	- Lack of eye contact and body language
	- Time-consuming organization of online speaking activities	- Distractions affecting attention
	-Limited ability to use and monitor facial expressions and gestures	- Possibility of reading from online resources

Table 5. Pros and cons of teaching reading skills via blackboard (LMS).

	Blackboard Collaborate	Face-to-face Teaching
Reading skills
Pros:	- Independent reading activities with online resources	- Increased student responsibility and involvement
	- Opportunities for students to develop confidence in reading online	- Use of pictures and audio-visual aids for better understanding
	- Personalized feedback from instructors	- Opportunities for post-reading discussions
	- Simplicity in presentation and understanding through visuals	- Awareness of students who do not read the book
Cons:	- Lack of additional information from body language	- Difficulty in monitoring activities and discussions
	- Possible demotivation for some students	- Inability to focus on certain reading techniques
	- Challenges in supporting fewer active participants	- Lack of teacher assistance in correcting reading errors

Table 6. Pros and cons of teaching writing skills via blackboard (LMS).

	Blackboard Collaborate	Face-to-face Teaching
Writing Skills
Pros:	- Access to online resources for vocabulary and writing models	- Easier explanation of writing topics with visuals
	- Neat and organized paragraph writing on Blackboard	- Availability of vocabulary suggestions and selection options
	- Easier demonstration of writing samples	- Auto-correction feature for writing
	- Convenience in giving an overall idea about the writing module	- Immediate feedback and guidance from instructors
Cons:	- Challenges in providing immediate feedback to each student	- Difficulty in identifying student engagement
	- Less effective peer feedback	- Difficulty in conducting brainstorming exercises
	- Difficulty in correcting mistakes online	- Limited monitoring of students’ progress
	- Reduced cognitive involvement due to typing or screenshotting	- Slowdown in writing activities due to typing
	- Possibility of cheating and exchanging answers	- Challenges in assessing the actual level of each student

Table 7. Pros and cons of teaching vocabulary skills via blackboard (LMS).

	Blackboard Collaborate	Face-to-face Teaching
Vocabulary skills
Pros:	- Multiple resources can be used	- Real objects can be used for teaching
	- Pronunciation, synonyms/antonyms, idioms, parts of speech, and example sentences can be taught easily	- Immediate feedback can be provided
	- Illustrations and pictures can help understand difficult words	- Physical interactions and gestures can aid understanding
	- Students have more time to research vocabulary online	- Meaning can be made evident through acting out concepts
	- Games can enhance vocabulary	- Physical efforts like reading newspapers, books, etc.
	- Auto-correction option helps in spelling	- Checking understanding by observing facial expressions
	- Weaker learners may feel more comfortable seeking clarification
Cons	- Difficult to use natural objects without a camera	- Limited time to teach new vocabulary
	- Lack of opportunities for physical interactions	- Inability to use online resources for examples
	- Challenging to use a blank whiteboard for vocabulary activities	- Weaker learners may hesitate to ask for clarification
	- Students may feel lost in an online session
	- Examples are provided online rather than students building their own

Table 8. Pros and cons of teaching grammar skills via blackboard (LMS).

	Blackboard Collaborate	Face-to-face Teaching
Grammar
Pros:	-More grammar activities in a short period	- Easier checking of understanding and immediate feedback
	- Sharing examples from the internet	- Weaker learners may feel more comfortable seeking clarification
	- Illustrations and pictures aid in understanding	- Students can create their examples
	- Quizzes and online resources enhance learning	- Clearer concepts through modeling and drilling
	- Teaching and learning sentence structure is easier
Cons	- Challenging to use the blank whiteboard	- Difficulty in checking understanding without immediate feedback
	- Weaker learners may hesitate to ask for clarification	- Students may not build their examples
	- Students may feel lost in an online session	- Modeling and drilling sounds are easier in person
	- Examples are provided online rather than students creating their own

Table 9. Pros and cons of teaching pronunciation skills via blackboard (LMS).

	Blackboard Collaborate	Face-to-face Teaching
Pronunciation
Pros:	- Multiple resources can be used	- Modeling and imitation of sounds
	- Dictionary websites for different accents	- Observing place of articulation and organ work
	- Sound identification and intonation exercises	- Teacher can see students’ pronunciation
	- Shy students may feel more confident participating	- Clear modeling and drilling of sounds
	- Daily tasks can improve pronunciation
Cons	- Learning pronunciation may be difficult without face-to-face interaction	- External distractions may hinder progress
	- Unable to check the place of articulation and organ work	- Technical problems with microphone or devices
	- Difficulties in modeling and drilling sounds virtually	- Teacher cannot observe students’ pronunciation
	- Students may have distractions in online learning
	- Technical issues may interfere with clear pronunciation

Figure 2. Combined positive and negative preferences for teaching english language skills.

Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.

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Data availability statement

The data and materials used in this study are available upon request from the corresponding author.