
Volume 7, Issue 1 April 2011, pp. 19–42
Regular Articles
EFL students’ readiness for e-learning: Factors influencing e-learners’ acceptance of the Blackboard in a Saudi university
Abdulaziz I. Fageeh1
1 King Khalid University, SAUDI ARABIA
DOI: https://doi.org/10.29140/jaltcall.v7n1.106
Abstract
The purpose of this study was to recognise the perceptions of undergraduate students in different levels of the English department as to their readiness to accept e-learning as the dominant learning paradigm at King Khalid University (KKU), by probing the opinions of a sample of the EFL students. Descriptive research, involving a survey and in-depth interviews, was utilised to recognise and analyse teachers and students' perceptions of their attitudes towards e-learning, their readiness to accept it, and the factors facilitating or inhibiting e-learning. Recognition of these factors for building and applying the instruments in this study was done based on an extensive review of pertinent literature, outlining the important models and theories underlying technology acceptance paradigms in education. Findings have demonstrated that informants in this study have identified the facilitators and inhibitors of e-learning previously recognised in prior research. ey also showed that students are ready to accept technology implementation and to shift to an e-learning model of education.
Copyright
© Abdulaziz I. Fageeh
This work is licensed under a Creative Commons Attribution 4.0 International License.
Suggested citation
Fageeh, A.I. (2011). EFL students’ readiness for e-learning: Factors influencing e-learners’ acceptance of the Blackboard in a Saudi university. The JALT CALL Journal, 7(1), 19–42. https://doi.org/10.29140/jaltcall.v7n1.106
Related Articles:
Promoting acts of kindness on campus: Views of Chinese international students in the UK
Ming Cheng, Olalekan Adekola
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 17–32.
Tasks, self-efficacy, and L2 motivational self system in an online emergency EFL speaking class: A mixed-methods study
Nguyễn Nhật Quang, Phạm Nhật Linh, Nguyễn Thị Thu Hiền
The JALT CALL Journal Published: 2 April, 2022, Volume 18(1), 1–33.
Implementing backward design to foster intercultural communicative competence in textbook-based curricula: A proposed framework for English language practitioners
Hiba B. Ibrahim
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 1–16.
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
Grace Yue Qi, Yuping Wang
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 54–82.
The effects of corpus use on learning L2 collocations
Yoshiho Satake
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 34–53.
Captions and learnability factors in learning grammar from audio-visual input
Anastasia Pattemore, Carmen Muñoz
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 83–109.
Chinese language learners evaluating machine translation accuracy
Li-Ching Chang
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 110–136.
Statistical analysis of the impact of the e-learning platform Furago on French learners’ listening skills
Albéric Derible, Éric Wiel
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 137–161.
Work integrated language learning: Boundary crossing, connectivity, and L2 affordances
Linda Febring, Alastair Henry
Migration and Language Education Published: 29 April, 2022, Volume 3(1), 1–22.
The role of literature in intercultural language education
Melina Porto, Michalinos Zembylas
Intercultural Communication Education Published: 10 December, 2022, Volume 5(3), 86–104.