The purpose of this study is to seek blended learning as an intervention programme in first year's students' English language academic writing. The 21st century's focus on technology presents an ideal opportunity to use the digital platform as a space for students to learn. This is believed to work well particularly with students who might be struggling with academic writing. It may also apply to students who appreciate not being publicly exposed to the stigma of a struggling student. On the digital platform, they can experience the freedom and space to learn at their own pace and convenience. The study is framed theoretically in the Community of Inquiry based on Bourdieu's structural constructivism theory. The study used the stimuli and synergies afforded by the qualitative interpretivist paradigm that involves a population of 36 people. It used a purposive sampling of six first year English Home Language students and three Intermediate Phase Lecturers. The data were collected through participant observations, focus group discussions and interviews. Thematic analysis served as the analytical tool for the data collected. We believe that this study is of paramount value because it informs and assists the teaching of English as the language of teaching and learning in the classroom to hone academic writing practices of students.