This study investigated if the distance English language learners’ discourse supports the oral development of a foreign language in traditional face-to-face teaching context, or if it opposes the traditional paradigm, and supports the development of oral skills in virtual distance learning environments. A Critical Discourse Analysis was conducted to study the postings of four students in an online forum in which they discussed the oral skill development in a distance English language learning context. The analysis regarded the experiential, relational and expressive values exemplified by the students' lexical and grammatical choices. It was concluded that their discourse oscillated between the preference for face-to-face contexts for language learning and the acknowledgement of the opportunities that new technology communication tools bring to distance learning. Face-to-face teaching allows for more interaction. However, technology communication tools help overcome geographic barriers for study by providing them the use of authentic language without leaving their hometowns.
