Dr Roxanne H. Padley

The growth of online higher education has transformed the delivery of English for Specific Purposes (ESP) courses, creating new opportunities for language acquisition. This study investigates a blended online ESP model combining mandatory recorded lessons with complementary synchronous sessions. Drawing on student questionnaires, learning analytics, and reflective feedback, it examines how learners engage with these instructional modes and their perceived contribution to language development. The findings highlight the complementary roles of structured input and interactive practice, offering pedagogical insights for ESP teaching in digitally mediated university environments.