The Role of Blackboard in Improving EFL Writing: Perspectives of Saudi Instructors and Students
DOI:
https://doi.org/10.17507/tpls.1501.30Keywords:
Blackboard, distance learning, EFL writing, English learning, second language writingAbstract
This study explores the impact of using Blackboard on improving the English writing skills of Saudi EFL learners. The research employs a qualitative approach, implementing semi-structured interviews with eight participants—four instructors and four students. A comparative analysis between online instruction via the Blackboard platform and traditional face-to-face methods revealed a variety of preferences among the participants. The findings indicate that most instructors and students prefer a blended-learning approach, combining online learning through Blackboard with in-person sessions. Furthermore, the instructors highlighted several challenges associated with online teaching, including issues such as limited student engagement, reduced feedback opportunities due to large class sizes, and diminished interpersonal interaction. Conversely, online platforms were recognized for their strengths in preventing plagiarism, facilitating efficient content delivery, and ensuring continuous access to educational resources. Students particularly valued the immediate feedback on grammar and spelling provided by the Blackboard platform, which they believe significantly contributes to ongoing improvement in their writing skills. The study suggests that integrating Blackboard as a supplementary tool for teaching English writing could optimize EFL instruction. This approach acknowledges and addresses the diverse preferences and challenges encountered in online learning environments. Moreover, it provides valuable insights into effectively leveraging online platforms to enhance EFL writing, navigating the variations in educational preferences among instructors and students alike.
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