This paper discusses the possibilities of employing the process of the blended learning of professional English through the Moodle platform. It discusses different theoretical approaches to language learning implemented within the Moodle platform and the associated cognitive domains according to Bloom's taxonomy. The paper focuses on examining the Moodle activities within the language learning framework along with the levels of each activity within the cognitive domain. These activities are implemented at the University North within a wide range of courses covering English for Professional Purposes aimed at the engineering education. The paper can serve as a framework for the possible applications of different Moodle elements in the teaching of English for Professional Purposes.

Today e-learning systems take important place in formal and less formal educational setting. The first generation of e-learning systems often missed social context and had lack of credibility 1 , with exaggerated expectations. Therefore, a number of guidelines, recommendations and surveys aimed to elaborate on quality of e-learning systems. As in Stephenson 2 , the quality is easier to describe, than to define, including great number of indicators ranging from purpose, clarity, relevance, technical skills, ease of implementation and consequences up to notions of context, ethics, then cost effectiveness, etc.

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