Transforming Traditional Pedagogy: The Role of Learning Management Systems in English Language Instruction in Indonesia

The rapid integration of digital technologies into education has reshaped pedagogical practices worldwide, including in Indonesia, where English as a Foreign Language (EFL) instruction increasingly relied on Learning Management Systems (LMS). This study aimed to investigate how LMS transformed traditional pedagogy in Indonesian EFL classrooms, focusing on teaching practices, student engagement, learning outcomes, and institutional challenges. Employing a qualitative case study design, the research was conducted in one public university and two secondary schools across rural and urban contexts. Data were collected through semi‑structured interviews with teachers, students, and administrators, classroom observations, and document analysis. Thematic analysis revealed that LMS facilitated a shift from lecture‑centered instruction to more interactive, multimedia‑based, and task‑oriented approaches. Students reported higher motivation and autonomy, supported by features such as recorded speaking activities and structured online forums, though digital inequities limited participation in under‑resourced settings. Assessment practices evolved toward continuous and formative methods, with LMS analytics enabling timely feedback and modest gains in reading and writing proficiency, while improvements in speaking remained inconsistent. Institutional challenges, including unequal infrastructure and varied teacher digital literacy, constrained the full realization of LMS benefits. Overall, the study highlighted LMS as both a catalyst for pedagogical innovation and a mirror reflecting broader structural inequities in education, emphasizing the need for sustained policy support and professional development to ensure equitable and effective implementation.