The rapid growth of digital learning infrastructures has made blended learning a mainstream organizational form for language education. Yet many blended implementations remain technologically driven rather than pedagogically designed, resulting in fragmented activities, inconsistent feedback cycles, and limited gains in communicative competence. This article proposes and justifies a blended learning model for teaching English that is structurally anchored in a Learning Management System (LMS), with Moodle and Google Classroom considered as two widely used implementation environments. The results of the study are presented as a coherent model specification, including its pedagogical logic, learning sequence, content structuring principles, and indicators for evaluating effectiveness. The discussion emphasizes that the added value of an LMS-centered blended format emerges when the LMS functions as a single “learning spine” that unifies content, interaction, feedback, and evidence of progress, while classroom time is reserved for communicative practice and higher-order tasks. The article concludes with implications for course design, teacher professional development, and scalable quality assurance in English language education.

Blended learning, Google Classroom, English language teaching

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