Title: Blackboard Collaborate: COVID-19 impacts on EFL classroom learning and knowledge on first year university students

Authors: Iftikhar Alam; Asifa Qasim; Akhter Habib Shah; Tribhuwan Kumar

Addresses: English Department, Umm Al Qura University, Al Qunfudah Campus, Makkah-21961, Saudi Arabia ' Department of English Language and Translation, College of Arabic and Social Studies, Qassim University, 52571, Saudi Arabia ' Department of English, College of Science and Humanities at Al Kharj, Prince Sattam Bin Abdulaziz University, Al Kharj-11942, Saudi Arabia ' College of Science and Humanities at Sulail, Prince Sattam Bin Abdulaziz University, Al Kharj-11942, Saudi Arabia

Abstract: This study examined whether COVID-19 affected EFL/ESL teaching, learning, and formative evaluation among Umm Al Qura University's CFY medical students. Due to the COVID-19 lockout and social isolation, classroom instruction and learning were moved online and/or to Blackboard Collaborate. This study examined CFY medical students' perceptions of online classes and Blackboard Collaborate's effects on teaching, learning, and course assessment. The research was quantitative. After 15 weeks of real-time online Blackboard classes, 30 CFY medical students were randomly sampled and given a questionnaire. Data was collected using a five-point Likert scale and analysed with SPSS. It was found that online teaching and learning positively affected students' learning environment perceptions. COVID-19 participants said Blackboard online classes improved English teaching, learning, and formative assessment. The results show that Blackboard Collaborate has been as beneficial as face-to-face classes during lockdown or social distancing. The study promotes blended learning for CFY students at the university.

Keywords: Blackboard Collaborate; COVID-19; impact; EFL/ESP classroom; knowledge and learning; first year university students.

DOI: 10.1504/IJKL.2023.132159

International Journal of Knowledge and Learning, 2023 Vol.16 No.3, pp.221 - 237

Received: 01 Apr 2022
Accepted: 20 Jul 2022
Published online: 12 Jul 2023 *

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