EFL Teachers' Perceptions on Blackboard Applications

Autor/inn/en	Mohsen, Mohammed Ali; Shafeeq, C. P
Titel	EFL Teachers' Perceptions on Blackboard Applications
Quelle	In: English Language Teaching, 7 (2014) 11, S.108-118 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; Teacher Attitudes; Educational Technology; Technology Uses in Education; Integrated Learning Systems; Foreign Countries; College Faculty; Teacher Surveys; Interviews; Teaching Methods; Electronic Learning; Blended Learning; Technology Integration; Likert Scales; Grounded Theory; Comparative Analysis; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Fakultät; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Saudi-Arabien
Abstract	The widespread availability of technological infrastructure has enhanced the adoption of learning management systems (LMSs) in educational institutions. Blackboard is one of the most popular marketable LMSs adopted in higher education institutions. As some previous studies have viewed that positive perceptions played a vital role in adopting new technologies, this paper aims to investigate teachers' perceptions on blackboard applications in the context of teaching English as a foreign language (EFL). To gather data, 32 EFL university teachers from Saudi Arabia were surveyed and interviewed about their perceptions toward the use of the blackboard. The results from the data instruments reveal that EFL teachers have positive perceptions on Blackboard applications to English language teaching. Most teachers view Blackboard as a structured e-learning platform that helps improve the teacher-student relationship in a course and aids to make teaching English more successful. The study findings; however, revealed that the use of blackboard as a blending learning is still focusing on administrative issues rather than pedagogical significance for language learning. Recommendations and directions for future research are highlighted at the end of this article. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01