Castrillo de Larreta-Azelain (2014), being one of the first published papers that focuses on the roles, competences and methodological strategies of teachers in LMOOCs, on the basis of empirical research, identifies their main roles from a theoretical and practical standpoint.[24] The proposed framework links to Salmon's theoretical tutoring model[25] (Salmon, 2003) and is based on Hampel & Stickler's skills pyramid,[26] (Hampel & Stickler, 2005) although focusing on Crompton's framework,[27] (Crompton, 2009) which includes the three major sets of online language teaching: technology, pedagogy and evaluation.