The aim of the chapter is to explore university students’ perceptions about the effectiveness of interactive and collaborative tools to improve written skills in a blended-learning environment. Based on this goal, a mixed methods research approach was adopted to enhance the mutual invigoration of the two types of methods, and the validity and reliability of data. Three-hundred-fifty-eight learners participated in the quantitative study and 91 in the qualitative one. All of them were enrolled in the subject English I. The instruments used to collect data were two tests and semi-structured interviews. The findings suggested students’ positive perspective towards the possibilities offered by online glossaries, online quizzes, wikis, and forums to improve written skills and foster effective written communication in different contexts. It highlights their potentiality to create a learning community in which students could participate actively in the construction of knowledge, abandoning their passive role as simple observers.