Dr.Bandar - Assessment Analysis.xlsx

This study investigates the effectiveness of Blackboard in promoting EFL students’ writing performance in the Department of English Language and Translation at Qassim University. The data were collected for two periods: before (spring 2019) and after (spring 2020) the spread of COVID-19 virus. The study analyzed the students’ final grades in three different levels of writing courses. The results were collected and analyzed across the two different teaching approaches (face-to-face and Blackboard) to evaluate the two learning experiences and to highlight suggestions for enhancing students’ and teachers’ experience in online learning in the future. <br>The current study was conducted to explore improvements, if any, in the writing proficiency of male and female Saudi EFL students who received instruction through two teaching approaches (face-to-face and Blackboard). The data were collected from the students’ final grades in three writing courses: Writing 1, Writing 2, and Writing 3 (henceforth referred to as level one, level two, and level three). Three main factors appeared in the study (gender, writing level, and teaching approaches). Three-way ANOVA was conducted to compare the means. <br> <br>本研究以卡西姆大学（Qassim University）英语语言与翻译系的英语作为外语（English as a Foreign Language, EFL）学习者为研究对象，探讨Blackboard在线教学平台（Blackboard）对其写作成绩的提升效果。研究数据采集于两个时段：新冠病毒传播前（2019年春季）与传播后（2020年春季）。本研究分析了三门不同级别写作课程的学生期末成绩，并针对面对面授课与Blackboard在线教学平台两种教学模式下的结果进行收集与分析，以评估两种学习体验，并为未来优化师生在线学习体验提供针对性建议。 本研究旨在探究采用两种教学模式（面对面授课与Blackboard在线教学平台）授课的沙特男女EFL学习者的写作能力是否存在提升。研究数据取自三门写作课程：写作1、写作2、写作3（下文分别称为一级、二级、三级课程）的学生期末成绩。本研究包含三个核心变量：性别、写作课程级别与教学模式，随后采用三因素方差分析（Three-way ANOVA）对各组均值进行比较。

搜集汇总

背景与挑战

背景概述

该数据集包含沙特卡西姆大学EFL学生写作课程的期末成绩数据，用于比较Blackboard在线教学与面对面教学在COVID-19疫情前后的效果。研究采用三因素方差分析（ANOVA），考察性别、写作水平和教学方式三个变量对学生成绩的影响，旨在为在线教学改进提供依据。