This paper explores the potential of digital learning environments to address current issues related to individualised instruction and the expansion of educational opportunities in English as a foreign language at university level. To do so, an applied linguistics-centred research endeavour was carried out. This reflection led to the implementation of a twofold device composed of an online English course designed to enable students to submit production tasks (oral and written) and an individualised feedback generation system providing students with tailor-made revision sheets. In order to analyse the potential of this pedagogical device to (i) manage groups of heterogeneous students, (ii) offer "reasonably" time-consuming revision procedures for the teaching staff and (iii) have students achieve institutional objectives (i.e. reach a threshold level in English), an experimental study (2013-2014) was carried out amongst 250 French undergraduate STEM (Science, Technology, Engineering and Mathematics) students at University Pierre et Marie Curie (Paris). In this study, various sets of data were collected and analysed: students' attendance, satisfaction and performance at the final examination; time spent tutoring those students' online production tasks throughout the year. Cross-references and comparison of the data revealed encouraging results, thus contributing to a discussion on distance solutions for foreign languages and on tailor-made foreign language teaching and learning practices at university level.