Abstract

This paper investigates the prospects of integrating Edmodo into Saudi EFL female secondary school instruction. It concentrates on students’ perceptions and challenges regarding Edmodo use and its effect on their attitudes towards EFL learning. The 42 participants were divided into two groups. The experimental group received traditional teaching plus a six-week daily interaction via Edmodo. The control group received traditional teaching only. Findings of the post-treatment questionnaire show that students’ perceptions towards Edmodo were highly positive andthat although there were considerable challenges to its integration, it appeared to have excellent potential for generating more positive attitudes towards EFL learning.

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