The purpose of the present study was to explore the role of different instructional settings at a graduate level across a semester. The focus was on identifying the impact of different instructional settings and the influence of these classroom settings on learners' EFL development. This study also aims to highlight the symmetrical relationship between different instructional settings exposed to the students. In addition, a reflection of the students was also investigated. To measure differences in foreign language classes through online, face-to-face, and blended studies, 60 EFL learners were randomly selected to participate in the current study. Data were collected from 60 students assigned under three instructional groups of three different classroom settings. Data sources included online discussion transcripts, post-discussion surveys of students' engagement in different class environments, and final self-reflective essays in which students described their experiences of the different class environments. Data analysis was inductive, interpretive, and qualitative, aimed at identifying the impact and to minimize the suitability of online, F to F and blended settings exposed by three instructors in each class session. Descriptive statistics were used to calculate the mean number of comments posted by students and mean ratings of student engagement immediately following class sessions. Results showed that the blended and F to F sessions influenced the learning was more subtle than has online been assumed. The students who participated in face-to-face and blended classes stated a high level of EFL proficiency compared to their online group, which was significant compared to their online counterparts. However, through face-to-face and blended learning, the students achieved considerable EFL competency and proficiency. In many ways, F2F and blended settings have almost similar impact on students' development and the teachers' feedbacks were similar to their students.