This case study explores EFL (English as a foreign language) students' perceptions toward a prototype of an instructional model for second language (L2) writing in blended learning and the effects of the model on the development of L2 writing skills in higher education. This model is primarily founded on the process-oriented writing approach combined with various types of writing activities in both online and offline environments. It was observed that the participants of the study perceived the blended learning model to be useful and helpful for the improvement of their writing skills. In addition, it was found that the participants in the three focus groups received higher scores for their writing at the end of the study. Based on the main findings, modifications have been made to the model and further suggestions and implications are provided.