This study presents how a platform was designed to fit children's learning needs in an ESL classroom. This process was conducted with a basis on Zimmerman's theoretical conception of Self-regulated Learning and instructional design principles centered on the constructivist perspective. Essentially, the platform was designed to provide clear learning goals within a defined learning process; to present learners with multiple perspectives of the content, as well as various forms of representing it in a relevant learning context; to allow learners to take responsibility for their own learning by becoming aware of the learning process and strategies; and to cognitively challenge learners, providing them with a high level of interactivity and encouraging collaboration with colleagues. Data were gathered and analyzed with qualitative techniques, such as observations, structured interviews and content analysis of artifacts of a sample of 15 students aged 9 to 10 and their teacher. Results suggest the teacher and students' perceived their teaching/learning experience positively, students developed Self-regulated Learning strategies and improved their academic performance significantly in terms of oral and written production. Lastly, key implications for teaching and learning with a new approach to technology are discussed.