BEYOND ACCESS: PEDAGOGY, INTERACTION, AND INSTITUTIONAL READINESS IN VLE‑MEDIATED FOREIGN LANGUAGE LEARNING IN NIGERIAN UNIVERSITIES
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Date
2026
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Publisher
University of Cross River State
Abstract
The growing use of Virtual Learning Environments (VLEs) in Nigerian universities signals a
broader shift toward technology‑supported instruction in foreign language programs. This study
investigates how effectively VLEs facilitate meaningful language learning, with particular
attention to pedagogy, learner interaction, and institutional readiness. Drawing on a qualitative
document analysis and guided by Communicative Language Teaching (CLT) and Sociocultural
Theory, relevant scholarly literature and institutional documents were examined. The findings
show that although VLEs enhance access to learning materials and provide flexible learning
opportunities, their contribution to communicative competence remains limited. This limitation
stems from content‑driven instructional practices, low levels of interaction, insufficient instructor
training, and persistent infrastructural and policy challenges. The study concludes that the
effectiveness of VLEs in foreign language education relies not on the mere presence of technology
but on purposeful pedagogical integration and sustained institutional support.
Description
Journal of Contemporary Research (JOCRES)
Keywords
Virtual Learning Environments, Foreign Language Acquisition, Nigerian Universities, Communicative Language Teaching, Sociocultural Theory