Virtual Learning and the Foreign Language Classroom

This paper attempts to analyse the experience of virtual teaching and learning (MOODLE system) after one year of application, among Spanish majors in the degree programme (second level) at The University of the West Indies in Trinidad and Tobago. The project was developed by 5 teachers in the programme and was born out of the need to change perspectives among students in terms of the production of a foreign language. In addition, over 50% of the student body is composed of older students who are in the main full-time working individuals and as such, the lecturers sought a tool which would provide students with the opportunity to learn, produce and evaluate work in a foreign language. The main objective of the use of the system was the production of texts / exercises in all of the four skill areas: listening comprehension, conversation, reading comprehension and grammar (essay writing). Different strategies to learning were applied based on autonomous work as well as collaborative group work. Varied assessments were also used: coevaluation, self-evaluation etc. which allowed for enhanced learning as well as the development of greater independent learning.