EXPLORING THE EFFECTIVENESS OF BLACKBOARD IN ENGLISH LANGUAGE TEACHING: A CASE STUDY OF OPEN AND DISTANCE LEARNING AT THE AMERICAN COLLEGE OF HIGHER EDUCATION, SRI LANKA

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.