After the Bologna Process, European Higher Education was reformulated as a response to a change of roles in higher education in a globalised society. The implementation of a new system of credits, the European Credit Transfer System (ECTS), implied an enormous increase of autonomous learning hours. The high percentage of student workload reflected the new active role of students in the learning process and it was bound to the philosophy of learner-centeredness. In addition, the rise of autonomous hours led teachers to look for new media that fulfill the requirements of non-presential hours of education and that allow teachers to monitor the students' learning. One of the most useful tools has been e-learning platforms. This paper aims to explore how e-learning platforms and new technologies, in general, have contributed to the process of learning foreign languages. The point of departure of this research is a questionnaire about the use of new technologies in the English class and about their competence in English, which was designed for first-year students studying the primary education degree. After the analysis of the results of the questionnaires, the study presents a post-questionnaire presented at the end of the year in which the role of Information and Communications Technologies (ICTs) is assessed together with the improvement of the students' skills and competences. [For the complete volume, "New Perspectives on Teaching and Working with Languages in the Digital Era," see ED565799.]