We discuss some aspects of a pilot e-learning technical writing course addressed to 11th grade vocational high school students in Greece. The application of this alternative teaching intervention stemmed from the researcher-instructor's reflections relating to the integration of a problem based e-pedagogy that aims not just to familiarize students with some technical writing text-types, but to trigger a positive way of thinking and writing and thus enhance students' linguistic literacy. Can genuine interest to content learning (the school's vocational sectors and technical subjects) revert the negative attitude towards school writing activities? And what if the teachers, taking advantage of this interest, converted the conventional language lesson to a web mediated, e-learning problem based language course by engaging more energetic, student-centered teaching and learning approaches? The study showed that a job-related language course through the application of motivating e-pedagogy can revert the vocational students language literacy in a positive direction.