<![CDATA[Learning Management Systems (LMS) are routine infrastructure in higher education. This study aimed to identify the factors shaping students' positive and negative attitudes toward My Spada LMS in a Phrase Constructing course and to interpret these factors through the Technology Acceptance Model (TAM). A descriptive qualitative design was used with open-ended questionnaire responses from 43 students and semi-structured follow-up interviews with four purposively selected participants. Thematic analysis produced six first-order themes organized into three higher-order dimensions. Pedagogical affordances comprised centralized access to learning materials, learning flexibility, and improved task management; technological friction comprised technical access problems and system instability; and instructional orchestration concerned inconsistent lecturer use of the platform. The first two dimensions illuminate course-level experiences of perceived usefulness and perceived ease of use, whereas instructional orchestration shows that available LMS functions become pedagogically meaningful only when they are consistently organized, explained, and integrated into learning activities. The study contributes a pedagogically situated interpretation of technology acceptance in English language education by showing that students' attitudes emerge from the interaction of platform affordances, technical reliability, and lecturer enactment. The findings suggest that reliable access should be accompanied by coherent course organization, clear task sequencing, and consistent guidance so that My Spada functions as part of the learning design rather than merely as a repository or submission channel.]]>
