What is it about?
This study set out to explore the perceptions of teachers of English as a foreign language (EFL) about the use of the Blackboard learning management system (LMS) in the preparatory year at Imam Abdulrahman bin Faisal University (IAU), Saudi Arabia. The useful Blackboard features that are not customarily exploited by EFL instructors, and the solutions EFL instructors suggested to solve the problems they countered during their EFL classes were also covered. The perceptions of the 63 EFL instructors about using Blackboard in teaching English as a foreign language (TEFL) teaching were collected by means of a survey. A mixed-methods sequential explanatory design was used for collating, analyzing, and consecutively integrating data. The findings revealed that the attitudes of teachers towards using Blackboard were significantly positive. Nevertheless, they disclosed that several effective Blackboard features are not explored for the benefit of teachers such as the electronic library, the evaluation system, the teachers’ forum, and the group conferencing. The results recommended that teachers should be provided with intensive training on all the Blackboard features to increase its efficacy in teaching. Finally, some recommendations were offered to maximize the usage of this tool in compliance with recent research findings and instructors’ proposals.
Featured Image
Why is it important?
This research sheds light on the underexplored realm of possibilities within the Blackboard platform, aiming to enhance the quality of TEFL instruction and improve the overall learning experience for students. The study's findings illuminate a significant gap between the existing utilization of Blackboard features and their full potential. While the attitudes of EFL instructors toward Blackboard were predominantly positive, the study uncovered a multitude of valuable features, such as the electronic library, evaluation system, teachers’ forum, and group conferencing, that remain underutilized. These untapped resources present an exciting opportunity for educators to enrich their teaching methods, foster student engagement, and create a dynamic and interactive learning environment.
Perspectives
One of the key takeaways from the research is the necessity for comprehensive training initiatives. The study advocates for intensive training sessions that empower teachers to harness the full spectrum of Blackboard features effectively. By equipping instructors with the knowledge and skills to leverage these tools, educational institutions can significantly enhance the efficacy of teaching practices. This targeted training approach not only bridges the existing gap but also ensures that teachers are well-prepared to adapt to the evolving technological landscape, making them more versatile and capable educators. Furthermore, the study’s insights serve as a catalyst for change, prompting a reevaluation of existing teaching methodologies. The recommendations provided in the research findings offer a roadmap for maximizing the potential of Blackboard in TEFL classrooms. Implementing these suggestions aligns with recent research findings and incorporates instructors’ valuable proposals, creating a synergy between academic research and practical application. In conclusion, the study underscores the transformative power of technology in education and highlights the need for continuous exploration and adaptation. By embracing the innovative features of platforms like Blackboard and investing in teacher training, educational institutions can foster a vibrant, interactive, and enriching learning environment. As we move forward, it is essential to recognize the significance of technology in shaping the future of education, ensuring that both instructors and students are equipped with the tools they need to thrive in the digital age.
Dr Montasser Mohamed Abdelwahab Mahmoud
Imam Abdulrahman Bin Faisal University
Read the Original
This page is a summary of: Investigating EFL Instructors’ Perceptions of using Blackboard in TEFL at IAU Preparatory Year, International Journal of Learning Teaching and Educational Research, January 2023, Society for Research and Knowledge Management,
DOI: 10.26803/ijlter.22.1.19.
You can read the full text:
Contributors
The following have contributed to this page
