| In recent years, Blended Learning becomes more and more popular in business and educational fields abroad. It is regarded as an important topic in language learning because it is potential to enhance and improve students'learning effectiveness. Blended Learning was introduced to China by professor He Kekang in 2004, which has aroused the domestic scholars'attention. This is because Blended Learning is a connecting point of traditional teaching and E-learning. No empirical study is ever conducted incorporating Blended Learning with college spoken English teaching until now in China, so the research topic is chosen.After the literature review, a spoken English teaching framework based on Blended Learning theory is designed. One non-English major class in Zhanjiang Normal University is involved in the study. This class was instructed in Blended Learning environment—online learning +face-to-face instruction + peer learning. Pre- and post-spoken tests were conducted before and after the experiment to test the teaching effect. Besides, interviews and questionnaire were also carried out to investigate students'learning interest and perception of Blended Learning.In the Paired Samples Test, t=11.98, p<0.05 indicate that there is significant difference before and after the experiment. The mean score of post-test is 2.18 points higher (total score 15). Students'performance in Accuracy, Flexibility and Discourse Management is much better than before. That is to say, the Blended Learning method can effectively improve students'spoken proficiency and cultivate various learning methods, such as self-study, classroom learning and peer learning. Moreover, the results of the questionnaire survey reveal that this hybrid method can stimulate students'interest in spoken English learning, promote their active engagement and optimize the learning process and teaching effect. Finally, some suggestions are given on spoken English teaching methods for further study.
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