1,135
Views
0
CrossRef citations to date
0
Altmetric
Media & Communication Studies

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

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Article: 2312659 | Received 27 Sep 2023, Accepted 27 Jan 2024, Published online: 16 Feb 2024

References

  • Al Mahmud, F. (2022). Teaching and learning English as a foreign language speaking skills through Blackboard during COVID-19. Arab World English Journal, 8, 1–17. https://doi.org/10.24093/awej/call8.15
  • Alamer, H. (2020). Impact of using Blackboard on vocabulary acquisition: KKU students’ perspective. Theory and Practice in Language Studies, 10(5), 598. https://doi.org/10.17507/tpls.1005.14
  • Alanazi, S. A. (2023). A systematic review of the Blackboard in teaching the speaking skill during the Corona pandemic COVID-19. Migration Letters, 20(S3), 773–797.
  • Almekhlafy, S. S. A. (2020). Online learning of English language courses via Blackboard at Saudi universities in the era of COVID-19: perception and use. PSU Research Review, 5(1), 16–32. https://doi.org/10.1108/PRR-08-2020-0026
  • Al-Nofaie, H. (2020). Saudi university students’ perceptions towards virtual education during Covid-19 pandemic: A case study of language learning via Blackboard. Arab World English Journal, 11(3), 4–20. volume https://doi.org/10.24093/awej/vol11no3.1
  • Al-Qahtani, M. H. (2019). Teachers’ and students’ perceptions of virtual classes and the effectiveness of virtual classes in enhancing communication skills. Arab World English Journal (Special Issue: The Dynamics of EFL in Saudi Arabia). 223–240. https://doi.org/10.24093/awej/efl1.16
  • Alsaied, H. I. K. (2016). Use of blackboard application in language teaching: Language teachers’ perceptions at KAU. International Journal of Applied Linguistics and English Literature, 5(6), 43–50. https://doi.org/10.7575/aiac.ijalel.v.5n.6p.43
  • Alsowayegh, N. H.,Bardesi, H. J.,Garba, I., &Sipra, M. A. (2019). Engaging students through blended learning activities to augment listening and speaking. Arab World English Journal, (5), 267–288. https://doi.org/10.24093/awej/call5.18
  • Assaiqeli, A., Maniam, M., Farrah, M., Morgul, E., & Ramli, K. (2023). Challenges of ELT during the new normal: A case study of Malaysia, Turkey and Palestine. International Journal of Arabic-English Studies, 23(1), 377–400. https://doi.org/10.33806/ijaes2000.23.1.20
  • Azizpour, S. (2021). A probe into Iranian EFL university lecturers’ perspectives toward online instruction during the coronavirus pandemic. International Journal of Foreign Language Teaching and Research, 9(39), 117–140. https://jfl.iaun.iau.ir/article_683978_4a974d119a7c5bd11668a7be0634bfbb.pdf
  • Barnett, D., & Aagaard, L. (2005). Online vs. face-to-face instruction: Similarities, differences, and efficacy. Faculty Research at Morehead State University, 872, 1–29. https://scholarworks.moreheadstate.edu/msu_faculty_research/872
  • Bich, T. N. C., & Lian, A. (2021). Exploring challenges of major English students towards learning English speaking skills online during Covid 19 pandemic and some suggested solutions [Paper presentation]. Advances in Social Science, Education and Humanities Research, 621, 135-144. https://doi.org/10.2991/assehr.k.211224.014
  • Bikowski, D., & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning & Technology, 20(1), 79–99. http://llt.msu.edu/issues/february2016/bikowskivithanage.pdf
  • Blake, R. (2013). Best practices in online learning: Is it for everyone? In F. Rubio, J. J. Thoms, & S. K. Bourns (Eds.), AAUSC 2012 Volume--Issues in language program direction: Hybrid language teaching and learning: Exploring theoretical, pedagogical and curricular issues, 10 (Chapter 2, pp. 10–26). Boston: Heinle. http://hdl.handle.net/10125/69708
  • Bozorgian, H. (2018). Teachers’ attitudes towards the use of MALL instruction in Iranian EFL context. The International Journal of Humanities, 25(3), 1–18. http://eijh.modares.ac.ir/article-27-44331-en.html
  • Chahkandi, F. (2021). Online pandemic: Challenges of EFL faculty in the design and implementation of online teaching amid the COVID-19 outbreak. Foreign Language Research Journal, 10(4), 706–721. https://doi.org/10.22059/JFLR.2021.313652.774
  • Chiasson, K., Terras, K., & Smart, K. (2015). Faculty perceptions of moving a face-to-face course to online instruction. Journal of College Teaching & Learning (TLC), 12(3), 321–240. https://doi.org/10.19030/tlc.v12i3.9315
  • Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Elbashir, R. M., & Hamza, S. M. A. (2022). The impact of virtual tools on EFL learners’ performance in grammar at the times of COVID-19 pandemic. Journal of University Teaching and Learning Practice, 19(3), 7. https://ro.uow.edu.au/jutlp/vol19/iss3/07 https://doi.org/10.53761/1.19.3.07
  • Enkin, E., & Mejías-Bikandi, E. (2017). The effectiveness of online teaching in an advanced Spanish language course. International Journal of Applied Linguistics, 27(1), 176–197. https://doi.org/10.1111/ijal.12112
  • Fageeh, A. I. (2011). EFL students’ readiness for e-learning: Factors influencing e-learners’ acceptance of the Blackboard in a Saudi university. The JALT CALL Journal, 7(1), 19–42. https://doi.org/10.29140/jaltcall.v7n1.106
  • Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis-prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380–392. https://doi.org/10.1111/flan.12460
  • Gilakjani, A. P., & Leong, L. M. (2012). EFL teachers’ attitudes toward using computer technology in English language teaching. Theory and Practice in Language Studies, 2(3), 630–636. http://dx.doi.org/10.4304/tpls.2.3.630-636
  • Gördeslioğlu, N. G., & Yüzer, T. E. (2019). Using LMS and blended learning in designing a course to facilitate foreign language learning. KnE Social Sciences, 3(24), 10–25 https://doi.org/10.18502/kss.v3i24.5164
  • Gufron, & Rosli, R. M. (2020). The transition in learning English from face to face to online instructions in higher education level in Indonesia: A view from students’ perspective. American Research Journal of Humanities & Social Science (ARJHSS), 12(3), 101–112. https://www.arjhss.com/wp-content/uploads/ 2020/12/L312101112.pdf
  • Hakim, B. M. (2020). EFL teachers’ perceptions and experiences on incorporating blackboard applications in the learning process with modular system at ELI. International Journal of Innovation, Creativity and Change, 12(2), 392–405. https://www.ijicc.net/images/vol12/iss2/12230_Hakim_2020_E_R.pdf
  • Hamouda, A. (2020). The effect of virtual classes on Saudi EFL students’ speaking skills. International Journal of Linguistics, Literature and Translation, 3(4), 175–204. https://doi.org/10.32996/ijllt.2020.3.4.18
  • Hendrajaya, M. R., Hongboontri, C., & Boonyaprakob, K. (2023). EFL teachers perceptions of online education amidst Covid-19 pandemic in Thailand. European Proceedings of Educational Sciences, 15, 377–390. https://doi.org/10.15405/epes.23097.34
  • Herman, J. H. (2013). Faculty incentives for online course design, delivery, and professional development. Innovative Higher Education, 38(5), 397–410. https://doi.org/10.1007/s10755-012-9248-6
  • Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32(3), 213–225. https://doi.org/10.1080/17439880701511040 https://doi.org/10.59670/ml.v20iS3.3819
  • Hussein, H. E. G. M. (2016). The effect of Blackboard collaborate-based instruction on pre-service teachers’ achievement in the EFL teaching methods course at faculties of education for girls. English Language Teaching, 9(3), 49–67. https://doi.org/10.5539/elt.v9n3p49
  • Itmazi, J. A., & Tmeizeh, M. J. (2008). Blended eLearning approach for traditional Palestinian universities. IEEE Multidisciplinary Engineering Education Magazine, 3(4), 156–162.
  • Ivanec, T. P. (2022). The lack of academic social interactions and students’ learning difficulties during covid-19 faculty lockdowns in Croatia: the mediating role of the perceived sense of life disruption caused by the pandemic and the adjustment to online studying. Social Sciences, 11(2), 42. MDPI AG. https://doi.org/10.3390/socsci11020042
  • Jahara, S. F., & Abdelrady, A. H. (2021). Pronunciation problems encountered by EFL learners: An empirical study. Arab World English Journal, 12(4), 194–212. https://doi.org/10.24093/awej/vol12no4.14
  • Kashghari, B., & Asseel, D. (2014). Collaboration and interactivity in EFL learning via Blackboard collaborate: A pilot study [Paper presentation]. Conference Proceedings. ICT for Language Learning (p. 149).
  • Kayzouri, A. H., Mohebiamin, A., Saberi, R., & Bagheri-Nia, H. (2021). English language professors’ experiences in using social media network Telegram in their classes: A critical hermeneutic study in the context of Iran. Qualitative Research Journal, 21(2), 124–134. https://doi.org/10.1108/QRJ-02-2020-0008
  • Khafaga, A. F. (2021). The perception of Blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities. Dil ve Dilbilimi Çalışmaları Dergisi, 17(2), 1160–1173. https://doi.org/10.17263/jlls.904145
  • Khafaga, A. F., & Shaalan, I. E. N. A. W. (2021). Mobile learning perception in the context of COVID-19: An empirical study of Saudi EFL majors. Asian EFL Journal, 28(13), 336–356.
  • Klimova, B. (2021). An insight into online foreign language learning and teaching in the era of COVID-19 pandemic. Procedia Computer Science, 192, 1787–1794. https://doi.org/10.1016/j.procs.2021.08.183
  • Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 Pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
  • Mohamed, A. M., Nasim, S. M., Aljanada, R., & Alfaisal, A. (2023). Lived experience: Students’ perceptions of English language online learning post COVID-19. Journal of University Teaching & Learning Practice, 20(7), 12. https://doi.org/10.53761/1.20.7.12
  • Mohsen, M. A., & Shafeeq, C. P. (2014). EFL teachers’ perceptions on blackboard applications. English Language Teaching, 7(11), 108–118. https://doi.org/10.5539/elt.v7n11p108
  • Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431. https://doi.org/10.1016/j.system.2020.102431
  • Moskal, P. D., & Cavanagh, T. B. (2014). Scaling blended learning evaluation beyond the university. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), Blended learning: Research perspectives (Vol. 2, pp. 34–51). Routledge.
  • Motlhaka, H. (2020). Blackboard collaborated-based Instruction in an academic writing class: Sociocultural perspectives of learning. Electronic Journal of e-Learning, 18(4), 336–345. https://doi.org/10.34190/EJEL.20.18.4.006
  • Nasim, S. M., AlTameemy, F., Ali, J. M. A., & Sultana, R. (2022). Effectiveness of digital technology tools in teaching pronunciation to Saudi EFL learners. FWU Journal of Social Sciences, 16(3), 68–82. https://doi.org/10.51709/19951272/Fall2022/5
  • Nasim, S. M., & Mujeeba, S. (2021). Learning styles of Saudi ESP students. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), 1–17. https://doi.org/10.21659/rupkatha.v13n4.55
  • Nasim, S. M., & Mujeeba, S. (2024). Arab EFL students’ and instructors’ perceptions of errors in mechanics in second language paragraph writing. FWU Journal of Social Sciences, 18(1).
  • Nasr, M. A. A. N. (2021). The effectiveness of the blackboard technique in integrating SAUDI university students’ English-language reading and writing skills. Jordan Journal of Educational Sciences, 17(4), 663–674. https://doi.org/10.47015/17.4.12
  • Ng, K. C. (2007). Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications. The International Review of Research in Open and Distributed Learning, 8(1), 1–15. https://doi.org/10.19173/irrodl.v8i1.335
  • Pereira, E. A., Manaf, N. M. A., & Thayalan, J. X. M. X. (2020). Effectiveness and efficiency in assessing students writing skills via selected Blackboard tools. International Journal of Education and Pedagogy, 2(4), 76–83. https://myjms.mohe.gov.my/index.php/ijeap/article/view/11424
  • Pustika, R. (2020). Future English teachers’ perspective towards the implementation of e-learning in Covid-19 pandemic era. Journal of English Language Teaching and Linguistics, 5(3), 383–391. https://jeltl.org/index.php/jeltl/article/view/448/pdf https://doi.org/10.21462/jeltl.v5i3.448
  • Pusuluri, S., Mahasneh, A., & Alsayer, B. A. M. (2017). The application of Blackboard in the English courses at Al Jouf University: perceptions of students. Theory and Practice in Language Studies, 7(2), 106. https://doi.org/10.17507/tpls.0702.03
  • Rahman, P. (2023). An investigation into EFL students’ experiences toward the use of moodle and its implementation challenges at institut parahikma indonesia. ETERNAL, 9(01) https://doi.org/10.24252/Eternal.V91.2023.A4
  • Ramli, K., Assaiqeli, A., Mostafa, N. A., & Singh, C. K. S. (2022). Gender perceptions of benefits and challenges of online learning in Malaysian ESL classroom during COVID-19. Studies in English Language and Education, 9(2), 613–631. https://doi.org/10.24815/siele.v9i2.21067
  • Rido, A., & Sari, F. M. (2018). Characteristics of classroom interaction of English language teachers in Indonesia and Malaysia. International Journal of Language Education, 2(1), 40–50. https://doi.org/10.26858/ijole.v2i1.5246
  • Rifiyanti, H. (2020). Learners’ perceptions of online English learning during COVID-19 pandemic. Scope: Journal of English Language Teaching, 5(1), 31–35. https://doi.org/10.30998/scope.v5i1.6719
  • Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner’s communication skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990
  • Sawafta, W., & Al-Garewai, A. (2016). The effectiveness of blended learning, based on the learning management system "blackboard," in the direct and delayed achievement of physics and learning retention among the students of health colleges at king Saud university. Journal of Educational and Psychological Studies, King Saud University, 10(3), 476–479. https://doi.org/10.24200/jeps.vol10iss3pp476-497
  • Streat, S. (2014). Learning English online is as good as learning English face to face. Here’s why. | English with a Twist. English With a Twist. https://englishwithatwist.com/2014/04/07/learning-english-online-is-as-good-as-learning-english-face-to-face-heres-why/
  • Vega-Carrero, S., Pulido, M., & Ruiz-Gallego, N. E. (2017). Teaching English as a second language at a university in Colombia that uses virtual environments: a case study. Revista Electrónica Educare, 21(3), 1–21. https://doi.org/10.15359/ree.21-3.9
  • Vygotsky, L. (1978). Mind in society. Harvard University Press.
  • Washington, G. Y. (2019). The learning management system matters in face-to-face higher education courses. Journal of Educational Technology Systems, 48(2), 255–275. https://doi.org/10.1177/0047239519874037
  • Yaumi, M. (2018). Media dan teknologi pembelajaran. Prenadamedia Group.
  • Zayed, E. (2022). Perceptions of EFL instructors towards features of blackboard and smartboard tools. Journal of Pharmaceutical Negative Results, 13(7), 5290–5306. https://doi.org/10.47750/pnr.2022.13.S07.653.