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In this paper, we consider blended learning as an effective form of teaching engineering students when studying foreign language. The application of blended learning models in the educational process is represented. On the basis of the experiment and the questionnaire, the advantages of blended learning were revealed.The goal of the article is to reveal the advantages of blended learning as an effective form of teaching engineering students when studying foreign language. In our work we consider the definitions of blended learning and its models. We consider the approaches of different specialists to blended learning. Among these specialists are Purnima Valiathan, Rebecca Vaughan Frazze, Victoria A. Fandey, M. G. Bondarev and others. In the article we present the example of using elements of blended learning when teaching professional English to 4-year students of the Institute of Physics and Technology of Tomsk Polytechnic University (TPU). In the course of work we carried out an experiment aimed at identifying the advantages of using blended learning in the process of studying professional English language by graduate students. The experiment, conducted for a semester, involved two groups of students, one of which (14 students) studied within the framework of the traditional learning and the classes in the second group (15 students) were based on “Face-to-Face model” of blended learning. The purpose of our experiment was to identify the advantages of using blended learning model. The experiment results have showed that the use of elements of blended model has several advantages which were highly estimated by the students. Also, it is safe to say that the use of blended learning in the educational process is effective. In the future, we plan to introduce other models of blended learning adopted in TPU to teach English language to the students of the Institute of Physics and Technology.