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Abstract：
Learning management systems (LMSs) have received substantial global attention and have undergone extensive research, with most discussions focusing on users\' acceptance and continuation of LMS use in the higher education sector. However, research is scarce in terms of identifying the factors that are advantageous to K-12 students\' learning and satisfaction when using LMSs for language learning. This study aims to examine the impacts of internal and contextual factors on secondary students\' learning satisfaction and English achievement when using LMSs. Data were collected from 289 students through an online survey. The results of the structural equation modeling showed that satisfaction had the most significant impact on English achievement. Furthermore, both internal and contextual factors, including technology self-efficacy, interest, task value, teacher support, and technology facilitation, positively impacted learning satisfaction with LMSs. In addition, teacher support exerted the strongest impact on satisfaction, followed by interest and technology self-efficacy. However, only internal factors, such as interest and task value, were positively associated with English achievement. Neither teacher support nor technology facilitation significantly impacted English performance. Given the increasing availability of LMS usage, the findings of this study can facilitate the more effective implementation of LMSs in China and globally. The study contributes to the theory and practice of LMSs use in K-12 English education. The limitations and implications of the study were discussed as well.
摘要：
学习管理系统(LMS)受到了全球的广泛关注，并进行了广泛的研究，大多数讨论集中在用户接受和继续使用LMS在高等教育部门。然而,在确定使用LMS进行语言学习时对K-12学生的学习和满意度有利的因素方面，研究很少。本研究旨在研究使用LMS时，内部和情境因素对中学生学习满意度和英语成绩的影响。通过在线调查收集了289名学生的数据。结构方程模型的结果表明，满意度对英语成绩的影响最为显著。此外，内部和上下文因素，包括技术自我效能感，兴趣,任务值,教师支持,和技术促进，对LMS的学习满意度有积极影响。此外,教师支持对满意度的影响最大，其次是兴趣和技术自我效能感。然而,只有内部因素，如兴趣和任务价值，与英语成绩呈正相关。教师支持和技术促进都不会显着影响英语成绩。鉴于LMS使用的可用性不断增加，这项研究的结果可以促进LMS在中国和全球更有效的实施。该研究有助于在K-12英语教育中使用LMS的理论和实践。还讨论了该研究的局限性和意义。
