The research focuses on three approaches of teaching English with various ways of digital resources implementation. The experiments carried out show levels of efficacy in developing professionally significant qualities along with soft skills in university students. The approaches in question have been aimed at creating conditions for increasing teaching/learning quality and making graduates more competitive in the labor market. Evidence-based research was conducted with 72 students majoring in psychology. Research methodology included pedagogical observation, analysis of test results, questionnaire and psychodiagnostic surveys. Different amount of DR application in the study characterizes methodology approaches, the course design including 80%, 60% and 45% of digital study time in each case. Results of the study show that efficacy of each approach mostly correlates with lexical and grammar material. The questionnaire survey along with test results show that students groups involved in this experiment prefer blending approaches in the study process, and consider digital resources as a “supplementary aid” rather than the basis for the study.