Knowledge and use of English is key to promote institutional development and internationalization in higher education. However, since language learning takes time and a continued effort, it may be a difficult enterprise to organise effective language courses while still meeting the institutional training protocols. Course sustainability in terms of costs, time and effort easily clashes with the quality of language instruction. Blended learning may be a feasible solution to ensure flexibility while also promoting the learners’ autonomy. This paper aims at reporting on a pilot project of English language blended learning for university admin staff as part of the University of Molise’s continuing education programme. The courses lasted 8 months and featured periods of autonomous learning through MOOCs followed by teacher-mediated synchronous classes that could be attended either online or in person. An online placement test and two progress tests were administered to monitor the learning. An end-of-course questionnaire was also specifically designed to investigate matters such as digital skills, course flexibility, the learners’ autonomy, their perceived progress and respondence to their needs.
