ABSTRACT
Instructors working with English as a foreign language (EFL) students in a blended learning environment are faced with the dual task of incorporating more language practice into existing coursework and adopting new modes of delivery for coursework to meet the needs of students learning English as a foreign language. Regarding the course page use, the students proposed that more time should be spent on clarifying why the blended format was used and to what extent it could benefit their learning rather than on how to use the course page. This chapter examines pedagogical transformation and cultural adaptation are discussed to inform the ways in which the Chinese doctoral students' learning experiences were enhanced in this blended course format. The students' understandings of blendedness included but were not limited to the format of face-to-face (F2F) teaching and online components. Technology application provides students with an additional format across space and time for accessing course content beyond F2F learning.
