The present research paper is designed to investigate the importance of the application of Blended Learning (BL) in education as a method for teaching and learning Foreign Languages Subjects (FLs) at university level. The study has used the mixed-method approach for the collection of data and its analysis. The study discloses: The research-design; Foreign Language-framework; Teaching and learning-roleplay-reflection and Methodology-schemes. Although the employment of BL is very important in teaching and learning practices; the paper-results concluded that there is a need to provide methodologies and computer training sessions to the FL teachers for effective employment of BL in foreign languages classes. Consequently to this the study aimed to deliver an applicable script through which Spanish language teachers and foreign language teachers obtain pedagogical-and computer knowledge-inputs to setup foreign languages classes through Blended Learning.

While the simple phonetics of Spanish language makes it easier to learn and speak irrespective of its grammar complexity, acquiring a good command of this language requires a serious and disciplined study of its grammar. The use of null and overt pronouns and their different grammar related forms in Spanish elevates the level of complexity when it comes to second language acquisition (SLA). In this regard, the teaching and learning of Spanish grammar still remains a subject of interest among linguists. Thereby, the article aimed to provide a guideline through which English language native speakers would gain an insight about language traits, associated with two pronouns and how they should be used in the speaking and writing context of Spanish language communication.

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The current research article exposes a linguistic-outline-analysis about the use of Nouns-Object/Thing/Place, Definite and Indefinite Articles and Descriptive Adjectives in the writing and speaking context of Spanish language communication. The teaching and learning of these Spanish grammar themes continue to be subject of interest among scholars due to the level of complexities that these syntaxes present in terms of Second Language Acquisition (SLA) (Bialystok, 1981). The article collected appropriate literature-materials from different sources and added new-contextual-insights into its frame to adhesive an analytical-database with emphasis on Spanish Language Grammatical Contexts that tap into the subject-matter-discussed. Being consecutive to this, the study aimed to provide valuable material as a reference to teach and study these Spanish grammar subjects in Spanish foreign language classes.