Abstract

This study examines the impact of blackboard technology on the learning of English for Specific Purposes (ESP) among students and teachers in public universities in Saudi Arabia. Blackboard is a popular online platform for teaching ESP because it is easy to use and accessible and provides affordable e-learning with interactive activities and a variety of educational materials. The research uses both qualitative and quantitative methods to examine how students and teachers view blackboard. A 5-point scale survey was administered to 114 students (60 males and 54 females) to determine how often they use blackboard for ESP instruction. In addition, interviews were conducted with six male and five female teachers to evaluate blackboard’s effectiveness in academics and its influence on students’ learning and memory. The study focused on four main areas: how often blackboard is used by different age groups and genders, students’ opinions about blackboard, and teachers’ opinions about using blackboard for discussion. The results show that ESP students enjoy using blackboard discussions and find them somewhat engaging and motivating. Blackboard helps with learning and communication both in and out of the classroom. The study also found that students prefer to learn in both English and their native language, while teachers believe that using the native language could slow down English learning. This research highlights the positive effects of blackboard on ESP learning, overcoming age differences, and shows its value in education, suggesting it as a useful tool for educational institutions and policymakers to improve education and student-teacher interactions. It also points to the need for the right technological tools to meet students’ needs.