English-Medium Curriculum Delivery Through Learning Management Systems: Undergraduate Students’ Experiences of Learning Content Comprehension
TL;DR
This study investigates how undergraduate students at a rural South African university experience English-medium instruction delivered through LMS platforms and recommends language-responsive course design, strengthened digital infrastructure, targeted digital literacy support, and inclusive pedagogical approaches to enhance equitable access to online learning.
Abstract
Learning Management Systems (LMSs) have become central to curriculum delivery in higher education institutions. However, students in multilingual and resource-constrained contexts continue to face challenges in engaging with online learning materials. This study investigates how undergraduate students at a rural South African university experience English-medium instruction delivered through LMS platforms. Using semi-structured interviews with 20 students across four faculties, the study adopts a qualitative design and applies thematic analysis informed by the Unified Theory of Acceptance and Use of Technology (UTAUT). The findings reveal five interrelated challenges: unstable technological infrastructure, difficulties in comprehending academic English, limited digital literacy and self-efficacy, insufficient institutional support, and restricted peer and instructor engagement. Students employ adaptive strategies such as peer collaboration, code-switching, and multimodal approaches to mitigate these challenges. However, institutional structures do not adequately support these practices. The study highlights the intersection of linguistic and digital inequalities, which collectively constrain meaningful engagement with LMS-based learning. It recommends language-responsive course design, strengthened digital infrastructure, targeted digital literacy support, and inclusive pedagogical approaches to enhance equitable access to online learning.