This study examines the integration of a Computer-Assisted Language Learning Laboratory (CALL-LAB) with traditional lecture-based instruction in a Business Communication course, with a focus on developing students’ understanding of self-perception and perception of others in communication. Using a quantitative survey design supported by qualitative student reflections, data were collected from undergraduate business students to evaluate learning outcomes, engagement levels, confidence in communication, and real-world application of communication concepts. Results indicate that CALL-LAB made a significant positive contribution to students’ understanding of how self-perception influences communication and how others perceive them during interactions. Most students reported increased engagement and improved self-awareness through CALL-LAB activities such as simulations and role-plays. At the same time, traditional lectures were valued for providing theoretical clarity and structured learning support. The majority of respondents emphasized the effectiveness of a blended approach, noting that combining CALL-LAB with lectures offered a more comprehensive understanding of communication skills and enhanced confidence in professional communication. Some challenges were identified, including varying levels of engagement, occasional technical issues, and the need for more practical real-life communication scenarios. Overall, the findings suggest that integrating CALL-LAB with traditional pedagogy enriches communication learning and is strongly supported by students, making blended instruction a beneficial model for communication courses in higher education.