a distance English teaching program for young adults and adults in remote areas of Armenia

There is no consensus in the second language-learning field on how online and digital tools should be blended or integrated with classroom instruction (Egbert, Huff, McNeil, Preuss, & Sellen, 2009)
However, to serve the needs of second language learners, a learning environment should occasion authentic use of a target language (Chapelle & Liu, 2007) and communicate with authentic audiences (Johnston, 2007). In addition, learners also have individual preferences, backgrounds, and priorities (Dörnyei & Skehan, 2003) as they enter online and face-to-face environments and may reject one that does not account for their needs.
For teachers using collaborative or social technologies, “instructing” is now a less important skill than “facilitating.” with greater use of video recording (both for students and by students), audio listening activities, physical movement in-class and outdoors, and tactile work on projects.
Harwood (2010) advocates local authoring of materials by teachers in order to align lessons closely with student aims and institutional objectives. Blended learning materials need to be task-based and multimodal, which can be time-consuming to reach high-quality standards. Open-source learning management systems, such as Moodle, allow local customization for teachers and institutions to build plugins for activities and assessments that fit curricular aims.