- To what extent do the ICT's facilitate learners' autonomy?
- Do didactic applications of ICT's train in autonomous learning or do they rather presuppose the learners' ability to self-direct their learning?
- Is there a direct relation between the generalised use of ICT's and the shift in the roles of learners and teachers?
- To what extend do the ICT's have an influence on the shift in methodological approaches? To what extent do ICT's, in fact, hide directivist methodologies behind a novelty disguise?
- Do multimedia pedagogical proposals for language learning consider the multiplicity and diversity of learners' needs?
- How do multimedia pedagogical proposals deal with the diversity of cognitive styles and learning styles?
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