A Pioneer Study on Online Learning Environments Following the Common European Framework of Reference for Languages

Abstract

This paper shows the results of a pioneer study on how technology is used to complement face-to face teaching in universities following the directives of the Common European Framework of Reference for Languages (CEFRL). The paper examines the students¿ and teachers¿ perception of the effectiveness of autonomous language practice. Findings reveal that while teachers value the incorporation of autonomous learning in traditional university classrooms, students don¿t seem to agree unanimously on the positive benefits of autonomous learning as an add-on to face-to-face teaching. The role of teachers in technological environments is also a controversial issue discussed in this paper.