Assessing the effectiveness of a technological model to improve written skills in english in higher education

This paper examines the effectiveness of a blended learning model that was implemented to improve students' written skills via Moodle in the course Foreign Language and its Didactics I (English) at the Pontifical University of Salamanca.According to the data of quantitative and qualitative analysis of 716 questionnaires and 91 unstructured interviews, the asynchronous tools used to carry out different e-activities promoted collaborative and individual learning as well as interaction and the creation of a learning community made up of all the participants in the teaching-learning process.It has been verified that the model implemented is appropriate for blended learning modality, since it can eliminate temporal and spatial barriers, and provide solutions for the new educational demands of the knowledge society.Our study provides important information for future educational proposals that will allow us to decide better the priorities of educational intervention and achieve an effective teaching-learning model of English or any second language in blended learning instruction in higher education.