The purpose of this study was to investigatethe factors affecting the adoption of e-learningmanagement system (LLMS) in mandatory and voluntaryEFL learning settings, through an application ofthe technology acceptance model (TAM) to e-learningwithin an EFL programme in a Saudi Arabian southernuniversity. The study, through a descriptive method ofresearch involving quantitative data gleaning techniques,investigated the level of acceptance of onlinelearning in college students with regard to CompetingBehavioral Intention and Behavioural Intention, thefactors that voluntariness affect in adopting e-learning,and the effects of perceived network externality on voluntariness,behavioural intention to use e-learning, perceivedusefulness and perceived ease of use.. Findings ofthe study revealed that perceived net-work externalityexerts a significant direct effect on Blackboard use intentions,perceived usefulness, and perceived ease ofuse. This re-search implied that, at the very inception,mandatory usage is necessary for overall adoption ofthe LLMS. It was also revealed that the massive use ofe-learning endeavours has been created by a bandwagoneffect; therefore, the LLMS should be developedto target changes in perceived usefulness, perceived easeof use, and perceived network externality rather than toemulate to current practices in EFL computer-mediatedenvironments. Practical alternatives included enhancingcontent quality, developing a simple and easy-to-usesystem, and enhancing students' computer self-efficacyin ways inducing better foreign language learning results
