Blended learning has become one of the most common ways of teaching English. The topic is relevant. The language, thanks to its dual component, combines face-to-face classes with virtual learning to offer students a wide range of materials and resources organized in a methodological manner. The introduction of a blended course should have a pedagogical basis for each environment in which it is planned to be developed. The scientific novelty is that this article attempts to present some of the integrative components of blended learning and how they have been applied in several studies conducted in various contexts. This prompts teachers to think about blended learning as a potential and different way to approach learning English, taking advantage of all emerging pedagogical methods, which makes the work practical.
BLENDED LEARNING, FACE-TO-FACE CLASSES, METHODOLOGY, PEDAGOGICAL FRAMEWORK, VIRTUAL LEARNING
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