E-learning has become a crucial component of most tertiary institution’s education initiatives (Park, Lee, & Cheong, 2007) and core to most e-learning strategies is the institution’s Content Management System (CMS). A CMS has the potential to enhance language courses by facilitating engagement with class content, providing students with opportunities to communicate, promoting student confidence during virtual interactions, fostering deeper connections between teachers and peers, and creating more personalized learning activities. However, getting faculty to use a CMS proves to be challenging (Black et al., 2007). As part of a study by the authors to learn how they might encourage teachers in a campus-wide English as a Lingua Franca (ELF) program to adopt a CMS, this paper reports on results from a Technology Acceptance Model (TAM) analysis (Alharbi & Drew, 2014).
