This paper explored the effectiveness of blended learning to enhance the competence of students of French language among students in the institution of higher learning in Southwest Nigeria. Using data provided by 456 participants that took an online questionnaire, the study examined how blended learning improved listening, speaking, reading, and writing. The descriptive outcomes were that students had higher levels in receptive skills like reading and listening, with the speaking and writing being lower but nonetheless improved. Correlation analysis showed that all the four skills had strong positive relationships and thus, improvement in one skill enhanced improvement in others. A regression analysis also affirmed the fact that overall French language competence depended on exposure to blended learning, which was a strong and significant predictor. These results point to the importance of using technology with the traditional teaching approach to language education, especially in a situation where teaching materials and exposure to French are scarce. The paper concludes by finding that blended learning is a viable and efficient method of enhancing the acquisition of the French language at the higher level of education and also makes policy, development of infrastructure, and professional training recommendations.