This paper outlines how the authors designed and deployed a blended-learning model for English language teaching at Shimane University in Japan. It describes the design and structure of the English courses and also comments on students initial reactions to this blended environment. Further evaluation of this environment was undertaken using a learning environment instrument. The paper describes how this learning environment instrument was developed and discusses the data generated through the use of this instrument. The paper concludes by stating four key points; firstly, that provision of technical support is crucial in ensuring on-going learner engagement. Secondly, Moodle-based activities created for students with a high degree of interactivity and feedback are most valued. Thirdly, materials created for learners should be graphic rich and visually appealing. Finally, the enhancement of traditional courses by providing access to Moodle activities is appreciated by the students.