The progress of ubiquitous information technologies has led to the arrival of entirely new environments where interaction amongst its users takes place. The means of communication, learning environments and methods of enhancing students’ competence have changed in both academic and professional settings. The book aims to investigate if the implementation of a virtual learning environment into regular foreign language instruction, as an augmentation of the regular classroom practice, has an impact on adult learners’ speaking (productive skills), listening (receptive skills) and grammatical competence. However, what was meant as a localised study became the new normal and a global reality as the coronavirus impacted all aspects of education.

The progress of ubiquitous information technologies has led to the arrival of entirely new environments where interaction amongst its users takes place. The means of communication, learning environments and methods of enhancing students’ competence have changed in both academic and professional settings. The book aims to investigate if the implementation of a virtual learning environment into regular foreign language instruction, as an augmentation of the regular classroom practice, has an impact on adult learners’ speaking (productive skills), listening (receptive skills) and grammatical competence. However, what was meant as a localised study became the new normal and a global reality as the coronavirus impacted all aspects of education.