MEASURING THE USE OF LEARNING MANAGEMENT SYSTEM (LMS) IN TEACHING ENGLISH LANGUAGE AMONG TEACHERS IN SAUDI ARABIAN PUBLIC UNIVERSITIES

Abstract

Numerous studies have shown the necessity for learning management systems (LMS) for teachers in various locations around the world in recent times. Instructors dominate the learning process in the Saudi education system, and students look to them as their primary source of information. Thus, in order to have a profound understanding, this study used two approaches: the quantitative approach used the unified theory of acceptance and use of technology (UTAUT), to examine the major factors (Performance Expectancy; Effort Expectancy; Social Influence; and Facilitating Condition) affecting the adoption of e-learning systems and the differences in gender roles among university instructors. Also, this study applied the qualitative approach in order to triangulate and verify the findings. In terms of the data collection, in the quantitative approach, a self-administered questionnaire was used, and data were obtained from 190 English instructors from 28 Saudi Arabian public colleges. For the qualitative section of the study, an interview based on semi structure was conducted. The interview was guided by interview protocol (interview guide), thus 14 informants were interviewed. Structural Equation Modeling (SEM) (quantitative) and thematic analysis (qualitative) were used to evaluate the proposed research. So, the results of this study showed that performance expectancy and social influence are significant predictors in influencing instructors’ behavioural intention (BI) to use a blackboard system (BBS), whereas effort expectancy facilitating conditions showed insignificant results with behavioural intention (BI). Subsequently, behavioural intention (BI) was significantly related to actual user behaviour. This study also examined gender as a moderator in the relation of behavioural intention (BI) to use the blackboard system (BBS) and actual usage behaviour of (BBS). Therefore, the results revealed that the interaction effect of ‘Gender’ was significantly moderate to the relationship between (BI) to use (BBS) and actual usage behaviour of blackboard system (BBS), which was stronger for females compared to males. In addition, from the qualitative data, the study further concluded that the best practice of teaching foreign languages such as English in Saudi Arabia lies in the three modes of teaching. These modes of teaching include; the traditional method (face-to-face), the online method, and the group discussion. As shown in the qualitative analysis that for better teaching and learning for the student, teachers should adopt the online mode available to them. Concerning technology in teaching foreign languages, it is concluded that most teachers in Saudi prefer to use the old method than the new method (online). This is due to its technical problem, high cost, and lack of adaptation by the teachers. The study further concluded that only through the use of technology in education gender segregation can be minimised in a country such as Saudi. Therefore, technology can play a vital role in minimising gender segregation in education. Thus, the model of this study has provided theoretical contributions by filling in gaps and offering accurate information followed up by conclusive evidence. This technique can also be used by universities to boost job performance, maintain instructors with high potential and talent in Saudi Arabia, and strengthen instructors' perceptions of (LMS).