Instructional Technology and Learning English as a Foreign Language (EFL): Insights Into Digital Literacy From Saudi Environment
DOI:
https://doi.org/10.17507/tpls.1502.13Keywords:
instructional technology, Learning Management Systems (LMSs), English as a Foreign Language (EFL), pedagogical tools, student perceptionsAbstract
This study delves into the utilization of Virtual Learning Environments (VLEs) in the context of learning English as a Foreign Language (EFL) among students enrolled at the College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU). Within the academic context, the incorporation of Learning Management Systems (LMSs), such as Blackboard, represents a significant aspect of educational technology aimed at enhancing the integrated teaching and learning process. This study employs a mixed-methods, descriptive-explanatory design, using both quantitative and qualitative approaches. It collected, analyzed, and systematized data from 310 students, who represented various levels of English proficiency, drawn from a total population of 598 students. The study provided valuable insights into the capabilities and advantages of using LMSs as teaching aids in EFL education. Additionally, it offered recommendations for optimizing the use of these pedagogical tools, based on current research and practical suggestions from the students. This research also highlights several avenues for future investigation in the field of EFL instruction and educational technology.
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