In the era of developing technology, especially the Fourth Industrial Revolution, the field of education is witnessing heavy implementation of emerging technologies for teaching and learning, including applications, software, and online courses. However, any piece of technology would bring both advantages and drawbacks. Therefore, blended learning has caught the attention and consideration of all the people involved. This study investigated the impacts of blended learning on writing skills for university students, aiming to figure out the effectiveness and students' attitude towards this study mode. Fifty-six pre-intermediate students with little or no formal instructions on how to utilize technology in learning essay writing were selected. A combination of experimental design and questionnaires was used, giving the treatment participants alternative learning experiences through a variety of technology applications beside the traditional method. Data from pre-tests and post-tests taken from the eight-week period revealed that students in the experimental groups outperformed those in the control group on the aspects of topic development, essay organization, and lexical usage. Results of the questionnaires delivered at the end of the course showed very positive feedback towards this blended mode in terms of effectiveness, involvement and collaboration. Yet, some drawbacks reported by the participants were worth our mindfulness and consideration when applying this model in a larger scale.