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By employing a mixed-method approach, the study examines college teachers\u2019 and students\u2019 experiences and perceptions of CMS adoption for language learning and teaching purposes. The findings show that despite the users\u2019 perceived advantages of using CMSs in language courses, the systems\u2019 lack of content-area specificity undermines many of the potential benefits. The study calls for better-rounded professional training to assist language teachers in integrating CMS functions strategically into their disciplinary pedagogy and incorporating multimedia language resources selectively to maximize the benefit of CMSs. 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