Evaluation of virtual learning environments in the formation of linguistic competences: a study in higher education

Abstract

Introduction: The study analyzes the effectiveness of Virtual Learning Environments (VLEs) in the Bachelor's degree program in Spanish and English in blended mode in a higher education institution. The research is justified by the growing importance of VLEs in modern education.

Methods: A descriptive cross-sectional design was used, collecting data through an online questionnaire applied to 31 students from different academic levels. The instrument evaluated organizational, pedagogical, accessibility, communication and didactic strategies aspects, as well as the development of English language skills.

Results: The descriptive analysis showed that students perceive VPAs as effective tools for learning, highlighting the organization and pedagogical level, with positive evaluations in access to information and teacher-student interaction. The levels of accessibility and communication also received favorable evaluations.

Analysis and Discussion: The need to strengthen technical support and training in virtual tools was identified. Didactic strategies, especially those focused on active and collaborative learning, were well valued; however, a limited use of advanced strategies such as concept mapping was evidenced. Despite general satisfaction with English reading and writing competencies, concerns were detected regarding the development of oral and listening skills, necessary to reach the C1 level required by national standards.

Conclusions: These findings highlight the potential of the VPAs and key areas for improvement, such as curricular diversification, strengthening didactic strategies, and adjusting content to respond to academic and professional demands.