This paper examines the conditions for developing skills in English for specific purposes in the context of blended learning. It presents the results of engineering research in the design and evaluation of a blended learning scenario used with psychology undergraduates (N =96), with a view to fostering the acquisition of writing skills based on reading scientific articles in the field, an activity identified as relevant to both academic and future professional needs. The two stages of the research are detailed: an engineering stage which, drawing in part on a needs analysis, aims to develop a blended learning scenario with the potential to foster the development of the target skills; and an evaluative stage, which, based on the analysis of mixed data and, more specifically, learner productions, aims to assess its relevance from the point of view of learners and their learning.
