Abstract
COVID-19 has dramatically changed the process of teaching, as educational institutions replaced in-person
teaching with online teaching to ensure educational continuity while managing the spread of the contagious
disease. Drawing on the multifaceted concept of engagement, engagement is addressed as a sole construct.
The present study adapted Student Course Engagement Questionnaire (SCEQ) to explore the impact of
online teaching through Blackboard on English as foreign language (EFL) college students’ engagement
in writing. The study sample included 148 students. The results of the present non-experimental study
generally indicated that online learning through Blackboard positively influenced the engagement of Saudi
EFL learners. However, it is essential to note that the students showed a high level of engagement in terms
of skills engagement. In contrast, the levels of engagement were moderate for the other three elements
of engagement: Emotional, participation/interaction, and performance. The findings also demonstrated
that the students perceived the learning experience positively. The participants valued the various virtues
offered by online learning platforms, specifically Blackboard. Consequently, it is recommended that using
Blackboard features such as blogs, breakout groups, and videoconferencing will help foster educational
practices locally and internationally.