American Research Journal of Humanities and Social Sciences

This study investigates the role and effectiveness of a Learning Management System (LMS) in English as a Second Language (ESL) instruction at an English Language Institute in Saudi Arabia, highlighting both its pedagogical value and the challenges faced during implementation. As a digital platform designed for the administration, delivery, and monitoring of educational content, LMS demonstrated significant potential in supporting independent learning and enhancing access to instructional resources. However, its integration encountered various obstacles, including resistance from users, technical limitations, and gaps in training. Using data collected through instructor and student questionnaires as well as end-of-module reports, the study identifies key factors influencing LMS adoptionnamely, planning and organization, institutional support, instructor digital competencies, and learner motivation. Although many users acknowledged LMS as a valuable tool for promoting learner autonomy, its overall effectiveness was limited by a combination of technical, infrastructural, and pedagogical challenges. The findings underscore the importance of aligning technological tools with institutional capacity and user readiness. The paper concludes with practical recommendations to improve LMS integration in language education, offering insights for educators, administrators, and software developers aiming to enhance the digital learning experience in multilingual contexts.