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The analysis of the key approaches in teaching academic and scientific English to the Master of Science and Post Graduate Course takers at Engineering Faculties of a technical university is under consideration. Engineering students of different specialities attend classes in the same group, meanwhile, study the same grammar phenomena and writing formats for abstracts and articles publication as well as get acquainted with appropriate samples and language for the presentations development and delivery at various academic public events. Nevertheless, each student has got a unique object of research, glossary, content, supporting one’s particular sphere of application and is working on one’s own thesaurus to enrich professional communication with interested and involved colleagues from different countries all around the world.

A blended learning approach has been adopted in many English language learning environments in secondary and higher education because it is seen as having the potential to maximise the benefits of both face-to-face and online learning. This research investigated a blended learning approach for the professional development of teachers working at Indonesian vocational schools who learned English so they could teach their subject in that language. This research was prompted by the lack of preparedness and confidence among Indonesian teachers in vocational high schools to use English as a medium of instruction in the classroom, even though they had attended training courses in a face-to-face mode. The face-to-face training programme was a one-off brief course with limited capacity, able to accommodate only one teacher from one school. After the training programme was concluded, teachers returned to their home schools; were isolated from their peers in the training course; and consequently the learning interaction was not maintained. To understand the teachers’ learning and thinking in the blended learning programme, the conceptual framework for the research was developed based on social constructivist and adult learning theories that were applied in the blended learning course. The development of teachers’ pedagogical content knowledge (PCK) in an English-medium teaching environment, the quality principles of a blended learning approach, and the concepts of motivation and confidence were considered to better understand the complexities involved in the blended learning model. As this research sought to discover the subjective experiences and multiple perspectives perceived by the teacher participants undertaking a blended learning course, a qualitative case study approach was adopted. A case study method allowed me to work closely with the teacher participants to obtain their perspectives and was helpful to understand complex phenomena such as motivation and confidence.

A blended learning approach has been adopted in many English language learning environments in secondary and higher education because it is seen as having the potential to maximise the benefits of both face-to-face and online learning. This research investigated a blended learning approach for the professional development of teachers working at Indonesian vocational schools who learned English so they could teach their subject in that language. This research was prompted by the lack of preparedness and confidence among Indonesian teachers in vocational high schools to use English as a medium of instruction in the classroom, even though they had attended training courses in a face-to-face mode. The face-to-face training programme was a one-off brief course with limited capacity, able to accommodate only one teacher from one school. After the training programme was concluded, teachers returned to their home schools; were isolated from their peers in the training course; and consequently the learning interaction was not maintained. To understand the teachers’ learning and thinking in the blended learning programme, the conceptual framework for the research was developed based on social constructivist and adult learning theories that were applied in the blended learning course. The development of teachers’ pedagogical content knowledge (PCK) in an English-medium teaching environment, the quality principles of a blended learning approach, and the concepts of motivation and confidence were considered to better understand the complexities involved in the blended learning model. As this research sought to discover the subjective experiences and multiple perspectives perceived by the teacher participants undertaking a blended learning course, a qualitative case study approach was adopted. A case study method allowed me to work closely with the teacher participants to obtain their perspectives and was helpful to understand complex phenomena such as motivation and confidence.