When technology speaks language: an evaluation of course management systemsused in a language learning context

In light of the growing popularity of the use of computer management systems (CMSs) inhigher education today, this study critically evaluates CMS adoption through a contentspecificlens. By employing a mixed-method approach, the study examines college teachers’and students’ experiences and perceptions of CMS adoption for language learning andteaching purposes. The findings show that despite the users’ perceived advantages of usingCMSs in language courses, the systems’ lack of content-area specificity undermines many ofthe potential benefits. The study calls for better-rounded professional training to assistlanguage teachers in integrating CMS functions strategically into their disciplinary pedagogyand incorporating multimedia language resources selectively to maximize the benefit of CMSs.Furthermore, the findings demonstrate the importance of developing content-specific CMSswith functions tailored toward pedagogical needs in different contexts