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Abstract Abstract: With the integration of foreign language education and information communication technology, profound research on the blended EFL teaching process is still on its early stage. Combining traditional face-to-face classroom teaching and online learning, a 15-week blended academic English experimental teaching program was conducted among 519 non-English major graduate students, focusing on the teaching process, learning attitude, and outcomes based on the online learning data, survey results, and message-exchange records from social network. Research results indicate that teachers’ adaptation is required to find and solve problems from the class. Students’ attitude and behavior changed gradually from resistance to acceptance and active participation. Meanwhile, online learning data demonstrate significant improvement in students’ writing quality. Through reporting the design, implementation process, problems and solutions, and results of the blended academic English program, this research is expected to be reference for the design and practice of related teaching programs.
Key Words: academic English; blended teaching; effectiveness
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