This paper examines the effectiveness of a blended learning model that was implemented to improve students' written skills via Moodle in the course Foreign Language and its Didactics I (English) at the Pontifical University of Salamanca.According to the data of quantitative and qualitative analysis of 716 questionnaires and 91 unstructured interviews, the asynchronous tools used to carry out different e-activities promoted collaborative and individual learning as well as interaction and the creation of a learning community made up of all the participants in the teaching-learning process.It has been verified that the model implemented is appropriate for blended learning modality, since it can eliminate temporal and spatial barriers, and provide solutions for the new educational demands of the knowledge society.Our study provides important information for future educational proposals that will allow us to decide better the priorities of educational intervention and achieve an effective teachinglearning model of English or any second language in blended learning instruction in higher education.

This paper examines students' essential characteristics to study English via a blended learning model implemented in an English course at the Pontifical University of Salamanca.According to the data students must have reasonable computer skills and master certain technological tools that allow them to participate online as well as the ability to work both individually and in groups.Our findings also showed that the majority of the students emphasized that it was essential to be organised and tenacious in their learning. The students must plan their time from the beginning of the course so that their personal and professional duties were compatible with their studies. However, having more independence could mean that they did not make a sufficient effort and were unsuccessful in the blended learning education.The study demonstrated that the blended learning education required a high level of academic maturity, so it is not the appropriate modality for these students starting a university program.Finally, the data showed that the students who wanted to study a university English course in the blended learning modality had to have a reasonable competence in English in order to be autonomous in their learning.