This paper ventures beyond traditional blended learning paradigms by unveiling three distinct activity models—sporadic, foundational, and expansive—within the context of English Proficiency courses at a Malaysian university. Past research has broadly explored the efficacy of blended learning; however, this study reveals the nuanced differences in how each blended learning model influences English language acquisition by integrating life-based learning principles. This research utilised a mixed-methodology approach, incorporating the Learning Management System (LMS) within the framework of English Proficiency Courses, which serves as supplementary English language training. Data was gathered through a combination of interviews (n = 24), observations (n = 9), and surveys (n = 316), and then cross-examined and evaluated based on the seven foundational elements of activity theory: tools, subjects, objects, rules, community, division of labor, and outcomes (Engeström, Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit, 1987). Life-based learning components, such as the real-world application of language skills, collaboration, and problem-solving, were explicitly incorporated into the study’s exploration of these blended learning models. The study uniquely identifies how each model facilitates or hinders the development of English proficiency, providing insights that challenge traditional one-size-fits-all approaches. This study introduces a new framework that focuses on English Proficiency courses at a Malaysian public university, which explains the dynamic interplay between technology use and language acquisition. The pedagogical mechanics of each blended learning model were dissected via the lens of Activity Theory, which highlighted the uniqueness of the expansive model and its ability to enhance student engagement and language proficiency through life-based learning. While the study demonstrates positive outcomes from integrating multicultural and multimodal life-based learning approaches, it also faces challenges. Notable issues include limited access to digital tools, varied levels of teacher readiness, and inconsistent student engagement levels. Addressing these obstacles is essential for maximising the potential of blended learning models in diverse educational settings. Therefore, this work provides new directions for enhancing the effectiveness of blended learning and offers practical tips for teachers interested in utilising technology more effectively in language teaching. Consequently, it becomes a vital source for fine-tuning BL practices in higher education with potential implications for national educational policies, among others.