This study aims to determine the effect of blended learning methods on EFL students' performance in research methodology and their practice of 21st century skills. A quasi-experimental design was used for the study. The sample included two groups of 25 students divided into a control group for conventional learning and an experimental group for blended learning. A test and take-home essay of short research proposal writing was used to measure the students' performance in research methodology, while their practice of 21st century skills was measured via a self-report questionnaire. The results showed that the blended learning method significantly influenced their performance in both areas. The experimental class showed a significantly higher performance in research methodology and 21st century skills than the control. The study outcome expatiates on the value of the implementation of blended learning in enhancing research methodology performance and modern skills practice in the classroom.