BEYOND ACCESS: PEDAGOGY, INTERACTION, AND INSTITUTIONAL READINESS IN VLE‑MEDIATED FOREIGN LANGUAGE LEARNING IN NIGERIAN UNIVERSITIES

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.