ENHANCING ENGLISH LANGUAGE TEACHING THROUGH LEARNING MANAGEMENT SYSTEMS: ISSUES AND PEDAGOGICAL IMPLICATIONS IN EFL CONTEXTS

Abstract

This study aims to analyze the effectiveness, issues, and pedagogical implications of utilizing Learning Management Systems (LMS) to enhance English language teaching in high schools. Data were collected using a Likert-scale analysis covering aspects of lesson planning, material development, availability of learning media, alignment with instructional plans, preparation of assessment rubrics, evaluation implementation, timeliness, and material delivery through LMS. The findings indicate that most participants rated LMS use as “Good” to “Very Good,” reflecting its effectiveness in supporting English language teaching and learning within an EFL context. However, a small proportion of respondents rated certain aspects as “Poor” or “Very Poor,” particularly regarding the completeness of digital learning resources and the consistency of online material delivery. These results suggest that while LMS contributes positively to improving English instruction, several technical and pedagogical challenges remain, including issues of accessibility, content quality, and teachers’ digital literacy. Therefore, the study emphasizes the need for continuous professional development, enhanced digital infrastructure, and innovative LMS-based instructional design to optimize English language teaching effectiveness in high schools.