The paper deals with a research focused on the blended learning model represented by an online component MyEnglishLab complementing English paper-based materials. At first, we viewed the blended learning model and we presented it in the context of sustainability in education. This is followed by the description of MyEnglisLab component representing the distant part of blended learning. Then, we presented a complete research carried out within undergraduate students at the Faculty of Science, University of Hradec Kralove attending English courses, where we applied the mentioned teaching design and verifying the effectiveness of MyEnglishLab tool. The study compared two groups of students; the group using MyEnglishLab reached better results.

The benefits of blended learning encouraging students to become more active, autonomous, self-esteemed and responsible for their own approach to learning and self-perception as a student are obvious. As educators we find student engagement in the process of learning as a key factor to exploitation of provided learning. Basically, the more student engagement there is, the better results occur. As we understand blended learning, it does not mean the reduction of a face-to-face and person-toperson contact time spent in a classroom, but at the same time it means a greater demand on engagement and participation of learners. Choosing the right tool for blended learning is also challenging, neglecting the fact that most of such tools meet demands to create, add or adjust the content to teacher´s or course needs, which can be considered as highly professional and very time-consuming work. In the article we give reasons and show that MyEnglishLab application is the ideal combination of all requirements of an up-to-date blended tool combining mobility and accessibility on the one hand, and a highly attractive content customized with the paper printed materials (textbooks) on the other hand. MyEnglishLab activities and exercises, generally the content itself, provide such a wide range that stimulates either the right or left brain hemispheres. Our results with teaching adult learners at the University of Hradec Kralove show students´ preferences of using logical thinking, i.e. activated left hemisphere. Since MyEnglishLab application appears as an open application, in the article we also discuss troubling language issues from the Czech student´s point of view, and we give examples of different exercises targeting and activating both brain hemispheres whose activation or cooperation significantly influence learners´ outcomes.

The benefits of blended learning encouraging students to become more active, autonomous, self–esteemed and responsible for their own approach to learning and self-perception as a student are obvious. As educators we find student engagement in the process of learning as a key factor to exploitation of provided learning. Basically, the more student engagement there is, the better results occur. As we understand blended learning, it does not mean the reduction of a face-to-face and person-to-person contact time spent in a classroom, but at the same time it means a greater demand on engagement and participation of learners. Choosing the right tool for blended learning is also challenging, neglecting the fact that most of such tools meet demands to create, add or adjust the content to teacher´s or course needs, which can be considered as highly professional and very time-consuming work. In the article we give reasons and show that MyEnglishLab application is the ideal combination of all requirements of an up-to-date blended tool combining mobility and accessibility on the one hand, and a highly attractive content customized with the paper printed materials (textbooks) on the other hand. MyEnglishLab activities and exercises, generally the content itself, provide such a wide range that stimulates either the right or left brain hemispheres. Our results with teaching adult learners at the University of Hradec Kralove show students´ preferences of using logical thinking, i.e. activated left hemisphere. Since MyEnglishLab application appears as an open application, in the article we also discuss troubling language issues from the Czech student´s point of view, and we give examples of different exercises targeting and activating both brain hemispheres whose activation or cooperation significantly influence learners´ outcomes. Keywords: blended learning; MyEnglishLab; multimedia application; adult learners; graphs and puzzles

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