Due to the current epidemiological situation, Russian teachers turned to blended learning, which has been quite successfully practiced in the foreign education system for several decades. Setting ourselves the task of developing a step-by-step algorithm for the introduction of blended learning in foreign language lessons, it is necessary to study the current experience of using blended learning by foreign language teachers in educational institutions of Russia. The article presents the results of a questioning of foreign language teachers from 14 subjects of Russian Federation. 881 respondents answered the blended learning questionnaire. Based on the results of the survey, it can be concluded that the majority of foreign language teachers in general education schools consider blended learning to be a necessary part of the system in changing living conditions, however, there is a need to develop methodological recommendations that will algorithmize the use of blended learning in foreign language lessons in a general education school. According to the survey data, blended learning may be the main pedagogical technology that meets the requirements of the Federal State Educational Standard, however, there is a lack of understanding of blended learning as a technology, which is often replaced by the concept of using ICT. The foregoing reveals the need to develop an algorithm for the introduction of blended learning technology and to implement it in real foreign language lessons in a secondary school.