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摘要：This article proposes an instructional design model for blended learning writing courses for English language learners (ELLs). It will do so by combining the main points of the cognitive load, activity, sociocultural, and transactional distance theories to present four tenets essential for optimal learning for ELLs: structure, environment, experience, and people (SEEP). To do so, this article will first review these four theories looking specifically at the ways in which they inform the SEEP instructional design model. The second section of this article will then make recommendations for implementing and evaluating the SEEP model in instructional design practice for designing blended learning courses for this particular group. It is hoped that these principles can be used to inform the design of blended learning writing courses for ELLs, therefore improving teaching practices, and ultimately, increasing the effectiveness of the material. Adapted from the source document