Blended Learning in ESP: Combining Traditional and Digital Approaches for Economics Students

Blended learning—the deliberate integration of face-to-face instruction with online delivery—has reshaped English for Specific Purposes (ESP) courses worldwide. For economics majors, whose future professional discourse is deeply rooted in both subject-specific terminology and digital communication, a carefully balanced blend can enhance language mastery while fostering transferable digital literacy. Drawing on recent systematic reviews, needs-analysis studies, and classroom interventions, the present article examines how a blended ESP model can be designed, implemented, and evaluated in undergraduate economics programmes. Using a mixed-method, semester-long study with 124 second-year economics students, we investigated learning outcomes, student engagement, and perceived usefulness of digital tools such as Learning Management Systems, adaptive language platforms, and data-driven tasks based on authentic economic texts. Findings show statistically significant gains in receptive and productive ESP skills, heightened learner autonomy, and positive attitudes toward the digital component, without diminishing the perceived value of in-class interaction. Challenges identified include uneven digital competence and the need for sustained instructional design support. Recommendations emphasise iterative curricular alignment, targeted teacher professional development, and systematic evaluation to refine the blend.