Abstract:
The integration of Learning Management Systems (LMS) in English Language
Teaching (ELT) is becoming increasingly important in Open and Distance Learning
(ODL) environments. This integration was especially vital during the pandemic and
continues to be significant due to the growing demand for accessible and flexible
education. This study examines how Keiser University’s Blackboard (BB) LMS
supports ELT for international students, such as those in Sri Lanka, through various
technological tools designed to enhance language learning beyond the traditional
classroom environment. Accordingly, the current study investigates the effectiveness
of using Blackboard at this institution, which serves as an off-campus instructional
site for Keiser University. The study involved a mixed-method approach.
Questionnaires were administered to 45 students and 04 English lecturers at the
American College of Higher Education who study and teach in the Keiser Degree
programme. All 45 students are required to use BB to complete their English course
assignments, quizzes, and discussions. Engagement with BB is mandatory, so all
students must log in to access learning resources, submit quizzes, and participate in
discussion activities. IBM SPSS 27.0 was used to analyse the data, and it revealed
that BB enables access to English language resources, including multimedia content,
reading materials, and grammar tutorials, which support students in developing
comprehensive language skills. Moreover, interactive features such as discussion
forums and video conferencing tools allow students to practice both written and
spoken English, enhancing meaningful communication and peer collaboration.
Additionally, the BB platform supports individualized learning through self-paced
modules, quizzes, and downloadable exercises, thereby promoting learner autonomy.
Continuous feedback through online assessments (SD = 0.447) and instructor
comments (SD = 0.694) enables students to monitor their progress and make
improvements. Furthermore, instructors’ presence through announcements, feedback,
and virtual office hours was highly rated by students, with a mean score of 1.33 (SD
= 0.640), indicating strong agreement that these features support motivation and
engagement. While technological barriers such as network connectivity and digital
literacy may pose challenges for students in Sri Lanka, the support available within
BB helps mitigate these issues and fosters a productive online learning environment.
Overall, Keiser University’s use of BB demonstrates how well-integrated digital
platforms can facilitate effective and inclusive ELT in a global ODL setting.
