摘要：Abstract The last few decades have seen growth in the use of technology for language learning and teaching purposes. The implementation of Blackboard LMS at the Faculty of Informatics and Management and consequently the demand for e-courses innovation has urged the need to improve the computer-based language competences. Besides, our students have been provided with general English language courses not following their field of study. Our aims were threefold; to detect our students learning style preferences by means of Felders ILS inventory, to structure exercises in e-courses accordingly, and to assess our students⿿ proficiency in English with respect to their study field. Before structuring and innovating the existing e-course in Blackboard we distributed a questionnaire to our bachelor students of Financial Management raising relevant questions. Assessment was realized mainly by CB tests in the e-course. The results of our research proved that diversified professional English language e-course which respects the learning styles and study field of our students is highly appreciated both, by students and teachers. Students generally improve their language competences in cyber environment if the instruction is well designed and reflects the students⿿ needs. We can conclude that all obtained data confirmed the inevitable need for further differentiation within the Professional English language courses at the Faculty of Informatics and Management. It is obvious that our students appreciate face-to-face lessons in language instruction, nevertheless, they welcome differentiation and specification depending on their study fields.
