An increasing number of language educators are taking a blended approach to their teaching in order to enhance students' learning experiences and outcomes. During recent years, online tools have become a valuable resource, aiding teachers in course delivery and assessment. Blended learning, which is campus-based learning supported by online components, has steadily grown in popularity in Australian tertiary education institutions (Ellis, Ginns, & Piggott, 2009). This paper reports on a trial program of delivery of online assignments in a first year Japanese language class, the rationale for the program, and the findings of a survey on students' perceptions of the online assignment. Our language team created online tasks using the learning management system (lms), "Blackboard Learn 9.1," to increasing online components throughout our program. The advantages and disadvantages of online language tasks from both teachers' and learners' points of view will be discussed. Issues specific to the learning of Japanese, and ways in which to incorporate online tasks in future courses will be explored. The findings of the study will provide language teachers with insight into designing online assignments and will explore effective teaching practices for students of the Japanese language.