International Ege Congress on Social Sciences & Humanities, İzmir, Turkey, 02 September 2022, pp.288-294
Many language schools are offering online courses to their students. Within those courses, the learners are
required to use the Learning Management Systems (LMS) as a complementary for the online classes. In
addition to revision activities, students are provided with varying activities and exercises in those systems. In
many courses, the completion rate of the learners in the LMS platforms is taken into account for assessment
with varying degrees.
This paper examines the relationship between the rate of LMS use and the final grades of Turkish EFL
learners at pre-intermediate and intermediate levels. The participating students were studying English at a
state university in online language courses. The participants of the study consisted of 70 students, 35 A2
level learners and 35 B1 level learners, according to the Common European Framework of Reference
(CEFR). The data was taken from the LMS used in the course and the final exam scores of the end-of-level
exams. Statistical analysis showed that there was a positive correlation between the use of LMS and students'
final grades. When the percentage of LMS use increased, the final grades of the learners also increased. To
understand the phenomenon deeper from an insider perspective, a representative group of 10 students were
interviewed about the effects of LMS use on their final performances and overall foreign language learning.
The qualitative data analysis revealed that students at both levels found the LMS effective and facilitative for
their overall language learning process. According to the study results, it was determined that the LMS has
an important effect on the students' language learning process; on the other hand, the qualitative findings
highlighted that the learners need to be supported and provided with clear instructions and plans for effective