The purpose of this paper is to investigate pre-service English teachers' perception about blended learning approach to support them in developing instructional design for English subject. The participants of this study were 2 pre-service English teachers from Teaching Reading and Writing course. In this descriptive qualitative research, the data were collected by using interview session, observation and document analysis based on blended learning theoretical constructs. The constructs consist of 9 themes; course goals and learning outcomes; ease of communication; pedagogical and organizational design; engaged learning; collaboration and community; assessment and feedback; grading; ease of access; and preparation and revision. The result of the data shows that blended learning in Teaching Reading and Writing course has a balanced proportion between offline and online learning objectives and activities. However, the participants expect more information on online feedback technique and material delivery strategy. They prefer individual feedback and more practices after reading the material. The implication of the research leads to providing various kinds of activity to assist the students.
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