Jul 2026· World Journal of English Language· 0 citations
TL;DR
This study investigates how undergraduate students at a rural South African university experience English-medium instruction delivered through LMS platforms and recommends language-responsive course design, strengthened digital infrastructure, targeted digital literacy support, and inclusive pedagogical approaches to enhance equitable access to online learning.
Abstract
Learning Management Systems (LMSs) have become central to curriculum delivery in higher education institutions. However, students in multilingual and resource-constrained contexts continue to face challenges in engaging with online learning materials. This study investigates how undergraduate students at a rural South African university experience English-medium instruction delivered through LMS platforms. Using semi-structured interviews with 20 students across four faculties, the study adopts a qualitative design and applies thematic analysis informed by the Unified Theory of Acceptance and Use of Technology (UTAUT). The findings reveal five interrelated challenges: unstable technological infrastructure, difficulties in comprehending academic English, limited digital literacy and self-efficacy, insufficient institutional support, and restricted peer and instructor engagement. Students employ adaptive strategies such as peer collaboration, code-switching, and multimodal approaches to mitigate these challenges. However, institutional structures do not adequately support these practices. The study highlights the intersection of linguistic and digital inequalities, which collectively constrain meaningful engagement with LMS-based learning. It recommends language-responsive course design, strengthened digital infrastructure, targeted digital literacy support, and inclusive pedagogical approaches to enhance equitable access to online learning.
The rapid shift toward digital transformation and the increasing adoption of educational technology in higher education has highlighted student expectation as a crucial factor to optimize Learning Management Systems (LMS) in blended environments. This study investigates English-major students’ expectations for blended translation learning on LMS at public university in Vietnam. A cross-sectional survey design was employed, utilizing a questionnaire comprising 21 Liker-scale items and one open-ended question distributed to 87 participants. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings reveal that students possessed consistently high expectations across four major dimensions of LMS-integrated translation courses. Ranked in descending order of expectation levels, these dimensions include platform features and course management, learning content and professional translation skills, instructional design, and technical support. The participants particularly envisioned a comprehensive blended learning environment where effective pedagogy, practical course materials, solid technology, and strong support mechanisms merge to deliver engaging and inclusive learning. Based on these empirical insights, the study proposes some useful recommendations for instructional designers and higher education practitioners to refine LMS platform functionality, improve translation pedagogical strategies on blended learning environments and foster more effective and equitable translation education.
N. Dang, Linh Chi Nguyen, V. Ngô· International journal of res...· 0 citations
Learning Management Systems have become central to higher education, yet their effectiveness depends on more than platform availability. International students may encounter language barriers, unfamiliar academic expectations, cultural adjustment, unequal digital access, and limited interaction with instructors and peers. These issues are particularly relevant to Chinese graduate students enrolled in Philippine higher education, where English-medium instruction and participatory learning practices may differ from students’ previous educational experiences. This narrative review synthesizes recent literature published from 2020 to 2026 on LMS adoption, student engagement, international student digital learning, culturally responsive pedagogy, and institutional support. The review indicates that LMS engagement is shaped by the interaction of technological characteristics, instructional design, cultural and linguistic conditions, and institutional assistance. Culturally responsive online instruction can support learner agency, belonging, participation, and perceived learning, but evidence concerning Chinese graduate students in Philippine universities remains limited. The review identifies contextual, integration, measurement, and design gaps and proposes priorities for developing culturally responsive LMS practices. The discussion is linked to Sustainable Development Goals 4 and 10 through its focus on inclusive, equitable, and quality higher education.
Jiali Tan, M. L. M. Olano, G. Alejandro· Aposta: Revista de Ciencias...· 0 citations
The study explores challenges and strategies employed by university English instructors for handling heterogeneous EFIC classrooms. As higher education increasingly admits more diverse groups of students, instructors must serve both low- and high-proficiency learners all in the same classroom. The researchers took a qualitative descriptive approach and data was obtained through semi-structured interviews via Google Form with 8 English lecturers from several universities in Indonesia. Five major challenges were identified through thematic analysis. Five key challenges were identified through thematic analysis: slower progress for the class, difficulty engaging students, variations in student confidence levels, problems with assessment and classroom polarization. Despite these difficulties, instructors utilized varied teaching practices including peer mentoring, small-group work and task support. Most respondents, however, reported limited institutional support and lack of training and resources. The study proposes three other institutional reforms: testing, class grouping policies, access to teaching aides and targeted professional development. These results, The need for structured response to provide uniform and effective language instruction with mixed proficiency levels.
Ellen Juita Gultom· DEIKTIS: Jurnal Pendidikan B...· 0 citations
This mixed-methods study developed and evaluated a comprehensive 5-week asynchronous in-service training program to enhance K–12 teachers’ online education competencies across pedagogical, social, managerial, and technical domains. Following needs assessment, 21 teachers in Türkiye participated using the Canvas learning management system (LMS). The competency-based program emphasized authentic learning experiences, requiring participants to design online lesson plans, use Web 2.0 tools, and implement the LMS in classroom contexts. Data collection employed triangulated methods including learning analytics and products, pre-/post-test assessments, and semi-structured interviews. Results demonstrated significant improvement in post-test scores (p < .05) and high engagement through practical activities. Learning analytics revealed varied engagement patterns, with participants completing authentic assignments. Qualitative findings highlighted gains in content development, instructional design skills, and digital competence. The study demonstrates that teachers require experiential learning as online students before becoming effective online instructors, emphasizing the necessity of systematic, needs-oriented training programs integrating theory with hands-on practice for comprehensive pedagogical transformation.
Barış Avcı, Meral Güven· International Review of Rese...· 0 citations
Higher education institutions now depend on learning management systems to deliver their academic programs. Implementing them poses challenges in rural areas and at universities serving historically marginalised communities. This study investigates how undergraduate students use a learning management system to access their curriculum materials at a rural university serving historically marginalised students in KwaZulu-Natal, South Africa. The study investigates students' access to digital learning materials through perceptions of system usefulness and operational simplicity, platform access and educational equality, and system participation. The researchers used a qualitative research approach to conduct semi-structured interviews with forty undergraduate students who used the institutional Learning Management System. The researchers used thematic analysis to examine the research material. The findings show that students understand the pedagogical benefits of learning management systems, as they help them access study materials, submit their work, and continue their studies. The research identified multiple structural and economic obstacles which hinder students from adopting the system. Students face obstacles such as inconsistent internet service, expensive data plans, and restricted access to digital tools. Their educational institutions provide different levels of assistance. The existing limits create ongoing access problems that prevent students from fully participating in academic programs, even though institutions have promised to develop digital learning systems. The research shows that educational institutions should balance their technological needs with their social responsibility to develop equitable learning environments, as users receive educational content through learning management systems. The article concludes that meaningful integration of learning management systems in rural universities requires not only user-focused technological design but also sustained structural interventions.
O. A. Ajani, N. Khumalo· Australian and international...· 0 citations
The findings showed that the teachers used Canva, YouTube, Quizizz, Google Forms, and Microsoft PowerPoint to support communication, collaboration, creativity, engagement, and differentiated instruction, however, ICT implementation remained limited.
Maya Marsevani, Johnathan Evans, Melisa Ayu Rumianti et al.· JOURNEY (Journal of English...· 0 citations
