The objective of this action research is to work out the possible ways of Massive Open Online Course (MOOC) integration in a blended Content and Language Integrated Learning (CLIL) course to create an authentic online collaborative community. The theoretical framework of the intervention is based on current MOOC theories, connectivism, and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model by Puentedura for implementing new technologies and open educational resources into teaching. Thirty bachelor students from Moscow State University, enrolled in a Methodology of English Language Teaching blended course, participated in the first cycle of the research. The analysis based on the quantitative data (questionnaire) demonstrated the learners' positive attitude to this intervention due to the following possibilities: getting familiar with the theories and terminology on English as a Foreign Language (EFL) teaching, sharing experiences on the MOOC forums with the learners from all over the world and developing writing skills, etc. [For the complete volume, see ED578177.]