Abstract
This study investigated the experiences of English second-language speaking firstyear university students in the Faculty of Education at the University of Johannesburg when using Blackboard, a learning management system. This study used a mixed methods approach with a case study strategy and was guided by the interpretivist paradigm. Ten students were purposely selected to participate in this study. This provided a deep understanding and rich information about the use of learning management systems by students who are English second-language speakers.
The theoretical frameworks underpinning this study were the Technology Acceptance Model, the Unified Theory of Acceptance and Use of technology 1, Unified Theory of Acceptance and Use of technology 2 Eventually the theory of Colonial Mentality Technology Acceptance Model was adopted for this study. Data collection instruments included an online questionnaire and semi-structured in-depth interviews. Thematic analysis was used to analyse the data.
The findings of the study revealed that most participants struggled with understanding and using the learning management system because of language and lack of training. The data also revealed that students felt like they were not accommodated and that language is a huge issue for students when using the learning management system because it was not programmed in their home language, which results in participants struggling to understand some of the terms. This affects their learning through the use of the learning management system. The data further indicated that the challenges faced by students are not only language related but also include poor network connectivity, which means that they are unable to access the learning management system, and load shedding, which results in them having network issues. Further support and training are needed for English second language students to help them better understand the language of the learning management systems.
Keywords: Learning management system, Language, Training, Challenges, First-year second language English speakers, Barriers