The integration of digital technologies into higher education has transformed traditional language teaching approaches. Blended learning, which combines face-to-face instruction with online learning activities, has emerged as an innovative model in English for Specific Purposes (ESP) instruction. This study explores the theoretical foundations and pedagogical implications of blended learning in teaching English to tourism students. By analyzing existing literature and educational frameworks, the paper identifies the most effective methods for enhancing communicative competence, professional language skills, and learner autonomy. The study concludes that blended learning, when combined with task-based, project-based, content-based, and communicative approaches, provides a flexible and contextually relevant learning environment. This model equips tourism students with both linguistic proficiency and professional readiness.

blended learning, ESP, tourism English, pedagogical methods, language teaching, higher education.

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