Learning English is made more accessible by incorporating technology such as the Blackboard platform and fostering a sense of self-efficacy as a motivating factor (Makewa et al., 2013). Self-efficacy influences learners’ perceptions of their success in language-learning tasks. Students with a strong sense of self-efficacy are likely to set challenging objectives, exert greater effort, and persevere when facing obstacles (Al-Qadri et al., 2023; Sahan et al., 2023; Teng et al., 2021). Teachers can empower students to take ownership of their language-learning journey and achieve improved results by fostering self-efficacy through effective instructional strategies and support (An et al., 2021). Additionally, integrating technology—as exemplified by platforms such as Blackboard—provides unprecedented opportunities for interactive and compelling language-learning experiences (Al-Oqaily and Salam, 2022). Technology can improve language learning, promote independent learning, and facilitate student communication and collaboration with features like online forums, multimedia resources, and immediate feedback mechanisms (Leba and Temaja, 2023). Adopting technology in language learning creates new avenues for personalized and adaptable learning, allowing students to use their English language skills more effectively in the digital age (Albar, 2023).
Self-efficacy as a motivational factor for language learning
Self-efficacy has emerged as a significant motivator in language learning. This refers to language learners’ confidence in successfully learning and using a new language. Research indicates that high self-efficacy is associated with increased motivation, persistence, and academic achievement in language learning (Bai and Wang, 2023; Honarzad and Rassaei, 2019; Sabti et al., 2019; Sahan et al., 2023).
Studies have demonstrated that self-efficacy influences various facets of language learning, including goal setting, effort, and strategy selection (Alibakhshi et al., 2020; Ismail and Heydarnejad, 2023; Liu et al., 2023). By fostering a sense of self-efficacy, teachers can create a supportive environment that boosts learners’ motivation and promotes successful language learning (Bi et al., 2023). Pan (2020) investigated “technological self-efficacy,” “technology acceptance,” “attitude toward technology-based self-directed learning,” and “learning motivation.” The study found that self-efficacy and technology acceptance positively influenced learners’ attitudes toward technology-based self-directed learning. Learning motivation primarily mediates attitudes toward self-directed learning.
Some studies have explored the relationship between self-efficacy and other motivational variables. For example, Bai and Wang (2023) found that a growth mindset was a more accurate predictor of self-regulated learning among elementary school students than self-efficacy or intrinsic values. An et al. (2021) observed that self-efficacy and enjoyment are associated with technology-based self-regulated learning strategies and English-learning outcomes among university students.
The relationship between self-efficacy and educational outcomes has received considerable attention in the literature. Teng et al. (2021) underscored a positive correlation between self-efficacy, motivation for language learning, and the attainment of English proficiency within distance learning contexts. This highlights the need to nurture metacognitive abilities, motivation, and self-assurance among learners in virtual educational environments (Al-khresheh and Alruwaili, 2024). Similarly, Hennebry-Leung and Xiao (2023) elucidated how learner personality traits and instructional methodologies shape motivation and self-efficacy in language education, providing insights into the development of language-teaching professionals and classroom strategies. Nevertheless, the interplay between self-efficacy and language proficiency is complex, as indicated by divergent research findings. For instance, Wang and Sun (2020) and Rahemi (2007) demonstrated how this relationship can be moderated by a spectrum of factors, such as the educational setting, individual differences among learners, and the particular language abilities being evaluated. These insights introduce an element of variability, suggesting that the conclusions of our study must encapsulate these intricacies. This realization accentuates the imperative for further detailed research to disentangle the multifaceted influence of self-efficacy on language learning.
The relationship between self-efficacy and language-learning outcomes has been investigated in various contexts. For example, Sabti et al. (2019) reported that writing self-efficacy significantly affects writing performance among Iraqi tertiary EFL learners. Abdolrezapour et al. (2023) found that self-efficacy and resilience substantially predict academic motivation in online education, indicating the importance of promoting these factors to improve EFL learning outcomes. Similarly, Sahan et al. (2023) revealed that students’ motivation, perceived competence, self-efficacy, and the amount of a second/foreign language used in the classroom significantly predicted the severity of language difficulties. Self-efficacy was among the most significant predictors.
Overall, these studies have demonstrated the significance of self-efficacy as a factor in language-learning motivation. Teachers and researchers must understand the connections between self-efficacy, other motivational variables, and learning outcomes to develop effective teaching practices and interventions. Teachers can increase motivation and create an optimal learning environment for successful language learning by cultivating learners’ beliefs and fostering their self-efficacy.
Technology integration: blackboard as a language-learning tool
Technology integration plays a crucial role in enhancing language-learning experiences, and the Blackboard platform has garnered considerable attention in recent years (Lin et al., 2017; Lo, 2020). Blackboard—as a language-learning instrument—provides teachers with a flexible platform for developing interactive and engaging language lessons (Al-Oqaily and Salam, 2022; Liaw, 2008). Blackboard’s capabilities, which include multimedia integration, discussion forums, and online evaluations, enable instructors to seamlessly integrate diverse language-learning activities such as listening, speaking, reading, and writing exercises (Motlhaka, 2020). Additionally, it facilitates student collaboration and communication, allowing students to interact with their peers and obtain immediate instructor feedback. Blackboard enables teachers to leverage technology effectively, nurturing a dynamic and immersive language-learning environment through its user-friendly interface and diverse functionalities (Gördeslioğlu and Yüzer, 2019; Kozlov, 2020; Motlhaka, 2020; Poon, 2013).
Several studies have underscored Blackboard’s positive impact on the teaching–learning process, particularly in enhancing student engagement, focus, and motivation, as well as fostering participation, inspiration, and enjoyment (Alzahrani and Alhalafawy, 2023). Nonetheless, recognizing that these benefits are tempered by challenges is essential. Time constraints, limited digital literacy among educators and students, technical issues, resource limitations, entrenched preferences for traditional teaching methods, and apathy toward new educational technologies are hurdles that can impede the successful adoption of Blackboard. These challenges necessitate deliberate strategies and concerted efforts to overcome them effectively (Huang et al., 2021).
Leba and Temaja (2023) emphasized the significance of multimedia technology in language instruction, highlighting various tools and their advantages for creating contextualized English-language materials. However, the study also acknowledges the difficulties in implementing these technologies and advocates authentic strategies to increase English teacher awareness. Regarding online education, most students viewed Blackboard favorably and perceived it as increasing class participation. Blackboard did not increase interaction considerably compared with traditional face-to-face sessions (Albar, 2023). Another study examined the efficacy of Blackboard in enhancing the speaking skills of Saudi EFL students and highlighted its positive impact during the COVID-19 pandemic. It underscored the significance of prior knowledge and experience with online learning and its function in overcoming difficulties in English-speaking skills (Al-Oqaily and Salam, 2022).
Notably, EFL instructors and students generally perceived the Blackboard platform as a tool for developing speaking skills. Female students and instructors with less experience reported higher satisfaction levels. This study highlighted the shift from passive to active learning and the advantages for Saudi women in overcoming cultural barriers (Al Mahmud, 2022; Hamad, 2017). Teachers viewed Blackboard as a valuable tool for distance learning with benefits such as increased student engagement, flexibility, and improved communication. However, technical issues, training requirements, and maintaining student motivation and participation were identified as obstacles (Chen et al., 2020; Han and Ellis, 2019).
Other studies have focused on the obstacles encountered by EFL teachers during the COVID-19 pandemic, such as limited access to technology, training requirements, difficulties in maintaining student engagement and interaction, and the need to adapt assessments to the online environment (Hakim, 2020; Ilyas, 2018). Blackboard’s effectiveness in facilitating online English-language instruction has been emphasized, as has the need for teacher training and support (Al-khreseh, 2021). Almijlad et al., (2022) identified the technological, institutional, and cultural barriers that must be addressed to successfully integrate the Blackboard system into teaching.
The reviewed studies have highlighted the motivators, barriers, and efficacy of multimedia technology and online learning platforms, such as Blackboard, in educational settings. Teachers and students recognize Blackboard as a practical aid for language learning, citing its motivational impact, engagement-enhancing features, and usability. Blackboard facilitates the creation of contextualized materials, promotes active learning, and enhances student communication and collaboration. Despite technical issues and the need for training, lecturers emphasize the value of enhancing student engagement and course delivery flexibility. These findings emphasize the significance of Blackboard as a potent language-learning tool and the need to resolve obstacles and provide support to enhance teaching and learning experiences.
English language proficiency among Saudi EFL students
The English proficiency of Saudi EFL students is a subject of considerable interest. Several studies have aimed to determine the language proficiency levels of Saudi EFL students and the factors influencing their language-learning outcomes (Alharbi, 2015; Ali et al., 2019; Almayez, 2022; Alrabai, 2018; Alrasheedi, 2020). These studies have revealed the strengths and weaknesses pertaining to English language proficiency. Saudi EFL students must improve their listening, speaking, reading, and writing skills. These studies confirm the need for further improvement. It has been determined that cultural and educational background, language-learning strategies, and exposure to English outside of the classroom significantly impact the English language proficiency of Saudi EFL students (Alshammari, 2022; Assulaimani, 2019). These findings contribute to ongoing efforts to improve English-language instruction and address the specific language proficiency requirements of Saudi EFL students.
Several studies have examined the various facets of English-language proficiency among Saudi EFL learners, revealing various obstacles. Al-Oqaily and Salam (2022) confirmed that Saudi EFL students need to develop better speaking skills. Haque et al. (2023) discovered that Saudi EFL learners did not exhibit a precise level of autonomy in their learning, indicating a lower possibility of self-directed language learning. Ali et al. (2019) found that although Saudi EFL students exhibited positive attitudes toward speaking skills and recognized the significance of effective oral communication in English, their oral communication had still not reached the required level. Alrasheedi (2020) identified language apprehension, lack of self-confidence, insufficient exposure to authentic English contexts, and insufficient speaking practice as contributors to Saudi EFL learners’ difficulties in developing their language skills. Ali et al. (2019) found that students’ perceived levels of English proficiency were average. The results revealed a significant positive correlation between perceived English proficiency and attitudes toward English, classroom activities, teacher motivation, and classroom environment. Alrabai (2018) emphasized the need to enhance English-language education in Saudi Arabia, highlighting the significance of addressing particular obstacles to improving language-learning outcomes.
Saleem et al. (2018) discovered a positive correlation between students’ perceived self-efficacy and their English-language proficiency, indicating that students with stronger convictions in their control over the learning process were more likely to attain a higher level of language proficiency. Assulaimani (2019) emphasized the significance of ongoing professional development for teachers and the incorporation of innovative teaching strategies to fulfill the changing requirements of Saudi EFL students. Mitchell and Alfuraih (2017) discussed the government’s efforts to increase English language proficiency in Saudi Arabia, acknowledging the inherent difficulties in implementing effective language-teaching methodologies.
Alharbi (2015) suggested incorporating interactive and communicative activities, providing opportunities for meaningful speaking practice, and employing technology to improve students’ speaking abilities. Alrabai (2017) investigated the independence of Saudi EFL students, emphasizing the need for learner-centered approaches and the growth of independent learning abilities. Alfarwan (2021) examined Saudi EFL learners’ reading strategies—considering gender and proficiency—and emphasized the significance of individual differences and learner characteristics in designing effective reading instruction. Al-Seghayer (2021) reported that Saudi EFL learners favor multiple learning styles, with the visual learning style dominating. Al-khresheh and Al-Ruwaili (2020) analyzed the vocabulary-learning strategies utilized by Saudi EFL learners and provided insights into practical strategies for vocabulary learning, indicating moderate vocabulary awareness. Kaliyadan et al. (2015) highlighted the positive correlation between English-language proficiency and academic performance among Saudi students in a preparatory year program, demonstrating the significance of English proficiency for academic achievement. The possible reasons for the low achievement of Saudi EFL students were explored by Alshammari (2022), who identified issues related to objectives, students, teachers, curricula, evaluations, and practicality. This study highlights the need for relevant, reliable, and practical assistance to improve English language competence. Additionally, it suggests a macro-level understanding of Saudi EFL learners to provide clear-cut recommendations for improving their performance.
In conclusion, the reviewed studies have suggested that Saudi EFL students encounter various obstacles to achieving high levels of English proficiency. The contributors to their low proficiency levels include limited exposure to authentic English contexts, insufficient speaking exercises, language anxiety, and a gap between objectives and classroom practice.
Finally, while some studies have examined self-efficacy as a motivational construct and technology integration, as represented by Blackboard as a language-learning tool, as well as various aspects of English proficiency among Saudi EFL students, a gap exists in our understanding of the relationship between these factors. No study has specifically examined the effect of self-efficacy as a motivational construct or the integration of technology via Blackboard on Saudi EFL students’ English proficiency. To address this gap, in this study, we investigate this connection by developing a relationship model that explores the correlation between self-efficacy, Blackboard integration, and English proficiency and the impact of this relationship on the overall academic achievement of Saudi EFL students. This study aims to contribute to the understanding of the complex relationships between these important variables and provide researchers and teachers with valuable insights into the language-learning and instructional fields.
Theoretical framework
This study builds on a theoretical framework that integrates the tenets of technological pedagogical content knowledge (TPACK) and social cognitive theory (SCT). The integration of this framework is crucial for thoroughly examining the intricate relationship between self-efficacy, the use of Blackboard instructional technology, and English-language proficiency among students enrolled in EFL programs in Saudi Arabia.
Albert Bandura’s SCT offers a comprehensive framework for analyzing the complex phenomenon of learning (Schunk and DiBenedetto, 2020). According to SCT, the interactions among the personal, behavioral, and environmental factors influencing knowledge acquisition are described effectively in Bandura’s triadic reciprocity model (Koutroubas and Galanakis, 2022). An essential element of this framework is the notion of self-efficacy, which is supposed to substantially influence learners’ motivation and subsequent learning behaviors. In this study’s context, SCT functions as a lens through which we can analyze the impact of self-efficacy on academic achievement, explicitly concerning mastery of English.
Furthermore, the TPACK framework offers a more detailed viewpoint on the integration of technology into education (Shafie et al., 2019). It emphasizes the crucial interconnection between technological, pedagogical, and content-related knowledge and contends that a nuanced understanding of how these domains converge is essential to successfully integrate technology into instruction (Santos and Castro, 2021). This study examined the use of Blackboard as an instructional tool from the perspective of TPACK, thereby highlighting the capacity of technological resources to enhance the results of language education.
A strong relationship exists between TPACK and SCT (Dikmen and Demirer, 2022). The symbiotic relationship between TPACK and SCT provides a solid theoretical foundation for the proposed research model, which seeks to clarify the interdependent connections among the pedagogical application of instructional technology, achievement of linguistic proficiency, and psychological construct of self-efficacy. This integrated framework considers the individual components of the educational process as well as the overall effect that results from the strategic synchronization of these components. The purpose of operationalizing the constructs obtained from SCT and TPACK in this study was to evaluate their effectiveness in predicting academic achievement. The theoretical principles of these frameworks have influenced the formulation of research inquiries, thus determining the approach adopted to collect and analyze data. Therefore, this study aims to thoroughly evaluate the proposed structural model, which hypothesizes reciprocal interactions among the identified variables, as Fig. 1 depicts. This conceptualization stems from an extensive review of the theoretical framework and a critical analysis of prior research, which collectively underscores the theoretical connections among these variables. Notably, previous studies have not examined these variables within a unified model—an objective that this study aims to accomplish, thereby contributing a comprehensive perspective to the existing body of knowledge.
Hypothetical structural model of reciprocal study variables.
