This article describes a pilot project on the design and delivery of a hybrid course of grammar for learners of French as a second language (FSL). The action-research which was conducted over two consecutive years in a Canadian university context aimed at facilitating the integration of technologies in language courses. We report on this initiative on the one hand by describing the components of our pedagogical design and on the other, by providing an analysis of the trends emerging from questionnaires distributed to the two cohorts of learners about this first hybrid experience in our faculty. We discuss the added value as well as the challenges of such an environment for the teaching and learning of grammar. We conclude with recommendations to enhance its design and management.