Communication skills in English language is the most important outcomes of teaching English as a foreign language (EFL). Yet, low achievers of EFL find difficulties to communicate using EFL that are often accompanied by negative attitudes towards the learning environment in use. This research aimed to investigate the effectiveness of a blended (mobile based and face-to-face) language learning environment to improve EFL communication skills and attitudes towards mobile language learning among low achievers in the preparatory stage in Egypt. A quasi-experimental design with pre-post independent two samples was conducted to investigate the research variables. Purposive sample of (10) students was selected from low achievers of EFL communication skills and were randomly assigned to two groups: the control group which were taught the target content face-to-face, and the experimental group which used blended mobile based language learning. Two instruments were developed and used to collect data before and after the treatment intervention: (1) an achievement test of EFL communication skills, and (2) an attitude scale to measure the low achievers' attitudes towards mobile based language learning. Nonparametric statistics revealed significant effectiveness of BMBLL in developing low achievers' skills of reading, listening, speaking in the favor of experimental group, whereas the effectiveness of BMBLL was not significant in developing EFL writing skills. The results also showed significant effectiveness of BMBLL in developing low achievers' attitudes towards mobile based language learning.