Recent developments in digital pedagogy have accelerated the diversification of instructional modes in English Language Teaching (ELT). As educational institutions increasingly alternate between face-to-face (F2F), online, and blended instruction, understanding the comparative effectiveness of these modalities has become essential. This study presents a mixed-methods analysis conducted across two participant groups: 76 first-year university students majoring in English Philology and 58 pupils from grades 6–7 in a public secondary school. The research investigates linguistic progress, learner engagement, classroom interaction patterns, and teacher feedback mechanisms across the three modalities over a 12-week instructional cycle. Quantitative data include pre- and post-tests, weekly vocabulary quizzes, writing assessments, and digital activity logs, while qualitative data derive from classroom observations, learner diaries, and teacher interviews.