<![CDATA[The increasing use of digital technology in education has encouraged the adoption of Learning Management Systems (LMSs) in English Language Teaching. This study investigates the use of Moodle as an LMS in English Language Teaching (ELT) through a qualitative case study conducted at a private senior high school in Surabaya. Grounded in constructivist and social constructivist learning theories, this study examines the classroom implementation and perceptions of Moodle among teachers and students. The participants consisted of two English teachers and students from eleventh- and twelfth-grade Advanced English classes. Data were collected through classroom observations, questionnaires, semi-structured interviews, and analysis of Moodle activity logs. The findings reveal that Moodle is primarily utilized for material distribution and assignment management. Although Moodle provides flexible access to learning resources and supports students' engagement, its instructional potential is limited by technical challenges and teachers’ digital confidence. The study concludes that effective Moodle integration requires precise pedagogical alignment and sustained professional development.]]>
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