Factors affecting university students' use of learning management systems to learn english in an EFL classroom

Tesis (Magíster en Enseñanza del Inglés como Lengua Extranjera)The use of Information and Communication Technologies (ICTs) in educational contexts has had a profound impact in shaping both teachers’ and learners’ roles, paving the way towards new teaching and learning methodologies and environments. There has been a proliferation of online education at universities across Chile and worldwide; furthermore, there has been indeed a massive implementation on the use of computers in teaching and learning at tertiary level institutions. Higher education has been actively encouraged to explore more effective and flexible delivery models to provide all students with access to quality and meaningful learning experiences than it is possible with traditional on campus offerings alone. In the case of English Language Teaching (ELT), there has also been an increasing interest in the implementation and use of new technologies aspiring to complement traditional face-to-face approaches. In this line of argument, blended learning integrates traditional face-to-face and online approaches to instruction (Macdonald, 2008). Learning a foreign language on a blended learning-based environment requires learners to develop ways of making the most out of their learning strategies in order to promote their communicative language skills. In this domain, blended learning or b-learning has been considered as one solution that can enhance student learning and engagement. As the blended learning approach is intended to promote autonomy, learners can take advantage of its features by socializing with peers through the platform and this way they can transform training and instruction into meaningful learning