The effect of learning Based – Blackboard System in improving students’ performance in learning English (Published)
This study aims to investigate the effectiveness of learning Based on the Blackboard System in improving students’ performance in learning English in the department of English at Al- jouf University in the Kingdom of Saudi Arabia. A group of 60 female students of the university participated in a quasi-experimental study for approximately eight weeks. The experimental group learned English from the two carefully selected with Blackboard system discussion board and virtual classes, while the control group learned English through activity-based lessons. A pre-test and post-test were conducted in the first and eight weeks. The findings indicate that the experimental group outperformed the control group statistically in the post-test. The students in the experimental group generally preferred learned English supplemented with Blackboard application discussion board and virtual classes to conventional activity- bases lessons. The teachers believed highly of the Blackboard system–based instruction virtual classes and discussion board, but they expressed concern that extra support was required if the virtual classes and discussion board were adopted as a core part of the teaching and learning process.
Immediate Versus Delayed Feedback in Promoting Student Teachers Skills for Lesson Plan Implementation (Published)
The present study aimed to address the effect of immediate and delayed feedback via the use of Blackboard in promoting English language student teachers’ lesson plan implementation. A four-aspect performance observation card that is adopted by participants’ scientific department was used to assess respondents’ lesson implementation skills, namely lesson planning, lesson implementation, assessment of students’ achievement, and classroom management. The experimental approach was used and (50) student teachers majoring in English language who were enrolled in “Practicum” course participated in the present study. Participants were distributed randomly to two experimental groups of (25) students in each. Respondents in the first experimental group received immediate feedback after the submission of their weekly lesson plans while their peers in the second experimental group received delayed feedback after the submission of their weekly lesson plans. Findings indicated that delayed feedback was more effective in promoting respondents’ skills in lesson plan implementation except their skills in classroom management.