Teachers’ Perceptions of EFL Students’ Motivation in Blended Learning Using Blackboard

Abstract

Abstract Teaching English online has become increasingly popular in recent years due to its convenience and flexibility, necessitating a deeper understanding of the dynamics that influence student motivation in virtual classrooms. This study aims to investigate Saudi EFL teachers' perceptions of Blackboard as an educational tool for the students’ motivation and identify the teaching practices they believe are effective. The researcher conducted a thematic analysis and semi-structured interviews to gain insights into Saudi EFL teachers' perceptions of Blackboard as an educational tool. The research findings revealed positive and negative feelings about online learning among Saudi EFL teachers. While some teachers expressed enthusiasm for the potential benefits of using technology in teaching, others raised concerns regarding the challenges associated with online learning. Blackboard was seen as facilitating communication between teachers and students, allowing for instant feedback and exchange of ideas. However, there were also some negative perceptions expressed. Some teachers reported feeling isolated and disconnected from their students in an online learning environment. They highlighted the importance of face-to-face interactions and the social aspect of teaching, which could not be fully replicated through digital means. Additionally, technical issues, such as slow internet connections and glitches in the platform, were cited as barriers to effective teaching and learning. Furthermore, the findings highlighted the importance of effective teaching practices when using Blackboard methods. Teachers emphasized the importance of clear instructions and well-designed content to facilitate student learning. They also highlighted the importance of providing opportunities for students to interact and collaborate with their peers and the teacher. Understanding the role of possible selves in Dornyei’s self-motivation theory is crucial in helping students address the real problem with motivation. By encouraging students to explore and envision their future selves, educators can help them make meaningful connections between their academic endeavors and their long-term aspirations. This approach goes beyond short-term rewards and punishments, fostering a genuine desire to learn. By delving into Dornyei's theory and emphasizing the significance of possible selves, educators can better understand student motivation and guide their students more effectively. Encouraging students to explore their possible selves fosters intrinsic motivation and paves the way for a more meaningful and fulfilling educational experience.