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Creating an Effective Virtual Language Learning Environment: Integrating Pedagogy and Technology

In managing and designing effective virtual learning environments, teachers should provide learning environments that virtually integrate heterogeneous technologies and multiple pedagogical approaches.

Based on your teaching experiences and knowledge as EFL teachers, illustrate and demonstrate an effective virtual learning environment for language classes that consider pedagogical perspectives for learning language and the application of technology.


Cabero (2001) discusses the positive impact of integrating technology into teaching and learning processes, and he emphasizes that technology allows for flexibility in time and space, which can lead to changes in communication models and teaching and learning methods used by teachers. These changes can create new scenarios that promote both individual and collaborative learning. This supports the idea that a well-designed virtual learning environment should integrate technology and various pedagogical approaches to create a flexible and effective learning experience for students.

Blazquez in Jati (2018) note that virtual learning environments offer enormous advantages, but learners must also develop the necessary skills and habits to make the most of these opportunities. This includes being able to evaluate information critically and engaging in reflective practice. This supports the notion that a well-designed virtual learning environment should not only incorporate technology and pedagogical approaches but also promote the development of critical thinking and reflection skills among students.

Collis in Jati (2018) emphasize the importance of effective teacher-student interaction and collaboration in a virtual learning environment. This highlights the need for well-designed virtual learning environments that promote effective communication and collaboration among students, as well as provide opportunities for individual learning and development. Collis (in Jati, 2018) sees a knowledge manager as someone who can effectively manage students' skills, abilities, and knowledge, while also motivating and taking advantage of their individual and collective learning possibilities.

Meanwhile, Gisbert in Jati (2018) mentions the five main functions of a teacher, namely being an information consultant, group collaborator, facilitator, producing critical knowledge, and academic supervisor. These functions highlight the important role of the teacher in a virtual learning environment. Teachers are not only informers but also collaborators and facilitators, helping students critically evaluate information and engage in reflective practice. This supports the notion that a well-designed virtual learning environment should provide opportunities for effective teacher-student interaction and collaboration, while also promoting the development of critical thinking and reflection skills among students.

Beatty, K, (2010) suggested that Virtual Learning Environments (VLE) should be designed to promote learner autonomy, engagement, and collaboration and that technology should be used strategically to support language learning outcomes. VLE can support language learning by providing opportunities for communication, collaboration, and access to native language resources. As well as the importance of pedagogical considerations in the design and implementation of network-based language teaching, including the need for clear learning objectives, appropriate assignments, and effective feedback.

Thus, it can be concluded that it is important to consider pedagogical principles when designing and implementing VLEs for language learning and emphasizes the potential of technology to support language learning outcomes.

Along with technological developments, virtual learning environments are increasingly popular in the world of education. However, the use of technology in language learning is not always effective if it is not managed properly. According to

Cabero (2001) in his book "Educational Technology. Design and Use of Media in Education," an effective VLE for language classes should be designed with the aim of facilitating language learning through the use of technology. However, this should be done in a way that is in line with pedagogical principles and theories of language acquisition, so that the technology is used to support and enhance the learning process, rather than replace it. In this way, the VLE can become a valuable tool for both teachers and students in achieving their language learning goals.

An example to illustrate an efficient virtual learning environment (VLE) for language classes that take into account both pedagogical perspectives and technology applications is by employing a platform that integrates synchronous and asynchronous communication tools alongside customized learning paths. For instance, “Google Classroom”, I used this platform while studying during the Covid-19 pandemic, and despite its simplicity, it can use easily. Google Classroom features video conferencing (Google Meet) for live classes, as well as chat rooms, discussion forums, announcements, and email for asynchronous communication. By utilizing these tools, students can engage in real-time conversations with their teacher and peers and also have the opportunity to communicate through writing and collaborate outside of the class schedule.

Furthermore, VLE with Google Classroom can also encompass personalized learning paths that adapt to the individual learning needs and levels of each student. Such personalization can be achieved through language learning software that monitors students' progress and provides feedback and suggestions for further practice.

The choice of this VLE platform was informed by my personal experience of studying during the Covid-19 pandemic. It is worth noting that a successful VLE for language classes should not only incorporate technology but also consider pedagogical perspectives, such as the communicative approach to language teaching and personalized learning. In this way, students can take part in interactive and personalized language learning activities that are facilitated by technology.


Beatty, K. 2010. Teaching and researching computer-assisted language learning. Pearson Education Limited.

Cabero, J. 2001. Educational technology: Design and use of media in education. Cambridge, Polite Press.

Jati, A. Gumawang. 2018. Innovations in ELT. Tangerang Selatan, Banten: Universitas Terbuka.