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Mastering a new language is a formidable challenge, especially when it comes to adults. The notion that children have a unique knack for effortlessly learning new languages often leaves grown-ups feeling left in the dust. However, recent research suggests that age isn’t the sole factor determining success in language acquisition; motivation plays an integral role, especially in online learning environments like ASEAN Business English.

Distance education originated with correspondence courses in the 18th century, in which passive media were utilised to allow asynchronous communications between a tutor and a learner. With the introduction of the Web in 1994, allowing increased public access to digital resources, the opportunities for online education opened up. Technological developments opened various possibilities for interaction, virtual learning communities were enabled to move beyond only web-based activities, and interaction began to be viewed as an essential element in online courses.

Instilling the importance of safeguarding their educational environment from cyber threats in students is a vital task that can never start too early. The incorporation of digital learning in education brings about potential risks for students. These dangers range from seemingly harmless digital diversions to more serious issues like cyberbullying and the presence of online predators.

Intrinsic motivation is an area that Edward Deci and Richard Ryan were exploring in the late 1970s. Intrinsic motivation is defined as “motivation where we do something just because it’s inherently interesting to us” (Ryan, 2015). Deci and Ryan were interested in what facilitates and what undermines intrinsic motivation. At the same time, they understood that most adult motivation is extrinsic, and wondered how they could help people become autonomous and volitional in the performance of actions that may not be inherently interesting or enjoyable. Their research showed that the conditions under which people became both intrinsically motivated and volitional in extrinsically orientated actions were related to the conditions that also promoted good health and a sense of wellness. This produced several theories on motivation and well-being, which are collectively known as Self-Determination Theory (SDT).

In this essay, I discuss the potential application of a blended approach to Business English teaching. As a corporate trainer, delivering in-company training, I have come to accept that learners are often unable to attend lessons regularly due to professional commitments and the need to travel for business purposes. I begin with a case study, which is a typical scenario in my teaching context. In this example, I note that it was the writing element of the course that suffered mostly from attendance issues. My reflection on this instance suggested that face-to-face lesson time could be maximised for speaking activities and that the writing element of a course could occur away from the training room. Now, writing is a time-consuming exercise, and writing practice is often set by teachers as homework. However, this does not imply blended learning. What appeared viable was to move the entire writing element of a course to a virtual learning environment (VLE), including the presentation of content, the writing practice, and the feedback. I discuss my course design decisions in terms of context, technology, and learning theory below. In conclusion, I turn to the subject of assessment and consider how this could be approached in my proposed course.

Academics who think about education recognise that not all the enforced changes have been good. Covid highlighted how critical the social aspect of learning is, and that something extra happens when students and their teacher share a physical space. The experiment also played out differently in schools and universities, in part because the benefits of “co-present” learning may vary by age. The tension now is between those who see the pandemic as an opportunity to overhaul education and those who are impatient to return to “normal”.

Back in March, universities worldwide moved almost completely online in response to the pandemic, with only small classes still being taught face-to-face. This teaching experiment has lasted eight months but now, as we move into 2021, the next step is to think critically. Is blended learning, which combines online and in-person teaching, the future of universities post-pandemic?