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All Journal EDUVELOP (Journal of English Education and Development)
Nurdin Noni
English Language Education, Postgraduate Program, Universitas Negeri Makassar, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media

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Learning Management System (LMS) in Learning Academic Writing: Thematic Analysis of Learners’ Perception Nurfaizah Sahib; Nurdin Noni; Maemuna Muhayyang; Muliati
Eduvelop: Journal of English Education and Development Vol. 9 No. 2 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i2.6078

Abstract

Despite the growing use of Learning Management Systems (LMS) in higher education, limited research has examined how learners at Universitas Bosowa perceive LMS use for academic writing, particularly regarding motivation, learning support, usability, and the integration of online and face-to-face instruction. This study explores learners’ perceptions of SEVIMA EdLlink in an Academic Writing course at Universitas Bosowa, focusing on their experiences of using the platform as pedagogical support within a blended learning environment. The study employed a qualitative case study design involving 24 learners enrolled in an Academic Writing course. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed four interconnected themes: enhanced motivation and readiness, Learning Support through the EdLink Platform, Learners' Experience of Blended Learning through EdLink, and learners’ comfort and ease of use. Learners perceived EdLink as supporting their preparation, engagement, and access to learning resources while complementing face-to-face instruction in learning academic writing. The study suggests that LMS integration can provide meaningful pedagogical support for academic writing when instructional materials are delivered consistently, and digital resources are thoughtfully integrated with classroom learning. These findings highlight the importance of learner-centered LMS integration in developing organized and supportive blended learning environments for academic writing.
Co-Authors Maemuna Muhayyang Muliati Nurfaizah Sahib