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Intercultural integration and changing settings in the modern world require implementing the new models of foreign languages studying. The use of blended learning models contributes to the individualization, intensification, and optimization of the educational process in higher education. The multidimensional issue of Business English Language blended learning in a higher education institution requires the solution of a complex of organizational, educational, methodical, material, technical, and other tasks. The aim of the paper is to analyze the blended learning concept and to specify the main components of designing and implementing blended Business English language course in a higher education training program. The modern interpretations of blended learning concept in the context of the research are analyzed; different blended learning models are looked at; the implications of the blended learning model in the Business English language course are presented; the specifics of blended learning using in the activities of a teacher and students are revealed. In particular, it is shown that blended learning does not follow a universal formula, researchers tend to use this term contextually nowadays; the number of different ways to blend learning opportunities and environments is potentially limitless, and certain factors need to be considered in order to achieve a blend that is appropriate to the needs of teachers and students. It is highlighted that the current blended learning methodology suggests five phases, namely: needs assessment, instructional design, content creation, delivery methods, and evaluation strategies. The original blended Business English language course is presented. It has the following components: target audience; desired learning outcomes (professional competences); time available for learning; content of training (tasks, interaction, instructional modalities, and methods); evaluation; context of training (the accessibility of technology, location, and availability of training resources). The implemented Business English language blended course combines two formats: face-to-face learning and Moodle-based distance learning. In addition, the methods, forms, and means of blended learning are described, and the advantages of the blended learning model and some problems of its implementation are highlighted.

The Use of Blended Learning Models in the Process of Business English Language Studying