The European Higher Education Area (EHEA) in Spain has increased the number of degrees taught through English, although secondary schools do not ensure an appropriate set of linguistic skills for bilingual degrees. A holistic, accountable model for Information and Communications Technology (ICT)-supported learning can give students the adequate scaffolding to perform better in their module-related tasks. Using Content and Language Integrated Learning (CLIL) blended with pre- and post-lecture online tasks, social networks and micro-blogging as tools for further practice as well as integrating these into in-class practices, student performance improves. Contrasting the impact of these interventions reveals the need to cater for mixed learning styles and abilities. [For the complete volume, "New Perspectives on Teaching and Working with Languages in the Digital Era," see ED565799.]