The paper reports on the current research and blended practices in English class in the School of Economic Relations and the Pre-University English Department, Moscow State Institute of International Relations (MGIMO University), Russia. In order to raise awareness and advocacy on blended practices combined with face-to-face design as an effective tool for learning English in higher education, the English Language Department has been successfully implementing the Moodle component that is primarily to enhance the linguistic competences in both students and lecturers. The objective of the research is to review the results of the student engagement questionnaire, mapped onto the results of the self-reflection questionnaire. The sample includes 242 subjects, with 138 student individuals who major in Economics and 104 of those attending pre-university English classes both with Moodle-based learning and in-class education, with emphasis on 20 lecturers’ responses who are to objectively identify the students’ progress and attitude to e-learning curriculum. The methods applied are a questionnaire, content analysis, sampling and categorization, mathematical statistics. The findings of the research highlight that high engagement rates in students of both pre-university and university stages are achieved through quite high relevance with self-reflection rates. Self-reflection powers create interconnectivity of the subjects of the curriculum and cross-disciplinary work. The lecturers who participated in the research gracefully focused on real and tangible e-learning statement that enhances behavioral, and cognitive engagement.