Abstract
<jats:title>Abstract</jats:title> <jats:p>This article examines the evolving role of course management systems (CMSs) in second language (L2) education, highlighting that they are not merely administrative tools but pedagogically rich spaces for supporting interaction, feedback, and instructional design. Drawing on a cognitive‐interactionist framework, the article highlights how CMSs facilitate structured, asynchronous, and synchronous communication that promotes noticing of language forms and iterative language development. It then explores how CMSs can be leveraged to support ecologically valid language use by embedding familiar digital tools, engaging with learner interests, and extending language learning into informal online environments. The article also positions CMSs as critical spaces for teacher learning and agency, enabling educators to design, adapt, and refine CALL materials in response to student needs. Through examples from research and practice, including gamified pronunciation courses and pre‐service teacher CMS projects, the article illustrates how CMSs support both learner development and teacher identity formation. It concludes by arguing for a shift toward intentional, theory‐informed CMS integration—one that blends technical and pedagogical expertise to meet the demands of contemporary digital language education. By centering CMSs in both student learning and teacher training, this article outlines a responsive, research‐based model for CALL integration in L2 instruction.</jats:p>