Language learning has been increasingly influenced by technology over the last decades thanks to its positive effects on language acquisition. It is thanks to the technology's supportive role towards language learning that an increasing number of online foreign language courses have appeared. Besides, foreign language courses are more and more specialised covering a wide range of topics, from nursing to agricultural studies. However, this study is exclusively concerned with a well-known Language for Specific Purposes (LSP) subject: Business English. The objective of this research is twofold: on the one hand, to describe the implications of mock exams on foreign language learning; on the other hand, it aims at contributing to the field of computerised language testing by properly analysing the effects of these kinds of exams on learners' foreign language progress. Previous studies have focused on the development of specific language skills (Dunkel, 1991; Larson, 2000), or have reported the improvement of computer adaptive testing on official language exams (Alderson, 2000), or have simply described the advantages and disadvantages of computer-based tests (Alderson, 2000; Brown, 1997; Dunkel, 1999). However, few studies have considered the role of mock exams as scaffolding activities for language learning. The present study involves adult participants at the higher education context undertaking online Business English as a compulsory subject of their degree on Economics. The paper discusses the importance of scaffolding activities such as mock exams and self-assessment activities in order to ensure learners' language progress and makes reference to supporting articles in the field at the same time that it presents some materials illustrating these developments. [For the complete volume, "New Perspectives on Teaching and Working with Languages in the Digital Era," see ED565799.]