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latest, most secure and flexible programming language is used. The unpredictability
of internet developments is an occupational hazard, and the only remedy is to
maintain constant responsiveness.

Conclusion
In conclusion, this example of a blended learning course may serve as a suitable
model for other industry-based ESP courses where learners need to develop specific
language competencies. The use of online delivery incorporates self-paced learning
that enables flexibility and does not disrupt the learners’ work routines, which is a
key concern for the aviation industry. The course provides targeted English language
input and practice, as well as check activities that are recorded and subsequently
assessed. Regular tutorials with the course instructor provide formative feedback
and direction for subsequent engagement with the course materials. Although
second-language learning is traditionally undertaken in a wholly face-to-face
environment, the BL4 courses aim to achieve specified language development
using the possibilities offered by new technologies.

References
Garrison, D and Vaughan, N (2008) Blended Learning in Higher Education.
San Francisco: Jossey-Bass.

Macdonald, J (2008) Blended Learning and Online Tutoring. Aldershot,
Hampshire: Gower.

Oliver, R, Herrington, J and Reeves, TC (2006) ‘Creating authentic learning
environments through blended learning approaches’ in Bonk, C and Graham,
C (eds) The Handbook of Blended Learning. San Francisco: Pfeiffer.

Wagner, E (2006) ‘On designing interaction experiences for the next generation of
blended learning’ in Bonk, C and Graham, C (eds) The Handbook of Blended Learning.
San Francisco: Pfeiffer.

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