Impact of teaching English through online virtual classes on developing students’ fluency (Published)
The aim of this study is to investigate the effectiveness of teaching English online course through virtual class (blackboard) on developing students’ English language speaking fluency. To verify this hypothesis, the researcher conducted English speaking course of 7weeks for the first common year students during first semester. The researcher conducted qualitative and quantitative study to investigate learners’ levels and fluency in speaking. The participants in this study were (60) first common year students at jouf university. The researcher used the questionnaire and pre and posttests of speaking to investigate learners’ levels and the progress that happen in their levels after finishing the course. Besides, many speaking activates and quizzes were applied to help learners to practice speaking. The course duration was 7 weeks. The study took place in Saudi Arabia, in March- 2021. The result of the pre and posttests was significantly different in favor of the post test. The levels of students were developed dramatically. The study recommends, the need of effective speaking program for developing students’ English speaking fluency through different online learning programs or any other effective communicative learning methods.
This study aims to investigate faculty perceptions of blackboard usage, utilizing Technology Acceptance Model (TAM) as its theoretical basis. The TAM questionnaire was administered to a sample of faculty members in the Faculty of Education at Najran University, after modifying the items to be suitable to Saudi Arabia society. This questionnaire measures three hypothesized constructs of e-learning: perceived usefulness of the blackboard, and usage of the blackboard. The findings of the study showing faculty members’ Perceived Ease of Use having significant on their perceptions about usefulness and attitudes towards us of the blackboard in teaching. Although there are many more questions than answers regarding teaching with Blackboard as learning management system, it is hoped that these results and experiences may encourage further pedagogical dialogue, and empirical results about how to deliver and organize courses in this technological environment effectively and successfully.
Effectiveness of Using Blackboard Collaborate Tools in Promoting Practical Skills among Students of the Foundation Year in E-Learning Course (Published)
The current study is an attempt to identify the effectiveness of using Blackboard Collaborate Tools, such as wiki, panel discussions and virtual classrooms, in promoting the practical skills among the female students of the Foundation Year in the E-Learning Course. The study sample consisted of (50) female students enrolled in the Foundation Year of College of Education at Princess Nourah bint Abdulrahman University, Saudi Arabia, for the academic year (2016/2017). The results showed that there were statistically significant differences at the level of (0.01) between the mean scores of the participants in the pre-and-post measurement for the practical skills within the Blackboard of E-Collaborative Learning in favor of the post measurement; according to Black equation, the effectiveness rate achieved by more than (1.2).