English as a Foreign Language Teachers’ Acceptance of Using Blackboard Collaborate Ultra in Higher Education

Abstract

Educational technologies are increasingly becoming an essential part of higher education. Teachers are using different kinds of technology to facilitate their lessons. Nevertheless, teachers’ adoption of educational technology is influenced by their willingness to embrace these tools. This study examines English as a foreign language (EFL) teachers’ acceptance of Blackboard Collaborate Ultra (BCU) for teaching English in Saudi Arabia. The primary aim is to investigate the factors that impact teachers’ intentions to use a specific Blackboard feature for language teaching. The research adopts the technology acceptance model and external factors, such as subjective norms, facilitating conditions, and computer self-efficacy. Data was collected from 85 participants. After statistical analysis using SPSS and AMOS software, the findings indicate that all the investigated factors either directly or indirectly influence EFL instructors’ intentions to employ BCU. The study also reveals that EFL teachers’ attitudes towards BCU were the sole factor that directly influenced their intention to use it. The implications for teacher training are discussed below.