The advancement of technologies has resulted in the shift of the learning paradigm, redistribution of teacher and student roles and a different set up of the learning process. Authorities of higher education institutions have been gladly introducing the elements of e-learning, mobile learning, flipped learning and blended learning delivering a variety of subjects using these frameworks in order to create a favourable environment for a learner-centered approach by ensuring the access to educational resources through links, enabling the learners to create and share the content, thus, expanding the boundaries of the classroom [1]. However, the research regarding the use of technologies for teaching English theoretical grammar for undergraduate students is scarce, which has determined the goal of the present paper to investigate blended learning models in order to select the most appropriate one (ones) to meet course requirements, student needs and pedagogical implications. The theoretical research framework presupposes the use of behaviourism and web-constructivism principles in the blended learning environment. The empirical research method is an exploratory case study, comprising a description of factors, causes and alternatives to a particular problem rather than the ultimate solution. The research unfolds by selecting blended learning models for analysis (face-to-face driver, self-blend, online lab, flex, rotation), their thorough description in terms of relevance to deliver English theoretical grammar course and administered students' questionnaires which are presented as two data sets, i.e. the students who have already taken the course and those who will take it in the following semester. Having in the basis yielded data, it can be concluded that due to the specificity of the subject matter a combination of face-to-face driver model (the introduction of online instruction is decided on a case-bycase basis), self-blend model (which gives students the opportunity to perform exercises beyond what is already offered during the course) and flipped learning were chosen by the pre-experiences students, who would mostly use the elements of blended learning to prepare for the exam, have extra practice or catch up with the group, whereas inexperienced students account for other models in order to provide a more extensive practice in complex subject matter.
