This article attempts to investigate the learning processes in blended language learning through assessing sources of information: logs, chat and forum scripts, and semi-structured interviews. Creating a MOODLE-based parallel component to face-to-face instruction for a group of EFL learners, we probed into 2,984 logged actions providing raw information on 3 levels, 10 courses, 115 participants, 180 days, and 6 activities. Having analyzed the trends and determined the navigational patterns, we attempted to triangulate the findings with students' 5 chat and 5 forum interactions commenting on their online experience, and further 14 interviews. The results confirmed the trend in logged data, suggesting that the forum, messages, and chat were among the most favorite online tasks the participants attempted in their respective courses, allowing them to share ideas a/synchronously. Furthermore, the interview data indicated that the participants had an overall positive attitude towards blended language courses. The findings suggest that navigation in social-constructivist courseware is communication-oriented, with students trying to compensate for their face-to-face limitations through a/synchronous CMC tools. The results have implications for language teaching professionals and curriculum designers.