Many tertiary institutions tout their utilization of technology or e-learning as a way to lure prospective students, and in some countries, committing to the implementation of technology in college programs is crucial for securing valuable federal government grants. At the core of most e-learning strategies is the institution’s course management system (CMS). A CMS platform has the potential to enhance a language course by facilitating engagement with content outside of class, providing students with opportunities to express ideas, promoting student confidence during virtual interactions, fostering deeper connections between teachers and peers, and creating more personalized learning activities (Dang & Robertson, 2010). However, getting faculty and staff to use a CMS proves to be challenging (Black, Beck, Dawson, Jinks & DiPietro, 2007). This study focuses on the application of an established CMS at a private university in Tokyo, Japan.
