Blended learning, which intends to integrate online learning with more traditional ways and techniques of learning, has become increasingly popular in China today. It is both a technical achievement in terms of the modern communication technology involved, and an educational innovation. The implementation of the blended learning model in the teaching practice of Introduction to English Linguistics in 2017 marked the start point of blended learning for English majors in Northeastern University. With a view to improve students’ learning experiences and learning efficiency and to provide some guidance for the instruction of  linguistics related courses in other universities, the instructor of the course as well as the researcher attempts to explore deep into learners’ satisfaction with this course and the reasons for their dissatisfaction. A questionnaire was designed and delivered for the purpose of collecting data about the general level of satisfaction among those registered learners. And a follow-up interview was carried out with some learners who responded to the questionnaire. Research results show generally learners are satisfied with the blended learning model of this course; however, there are some drawbacks and obstacles that cannot be ignored, such as how to develop and maintain learners’ sustainable interest in theoretical knowledge, how to build and support a learning network, and how to invite feedback and encourage discussion and exchange of ideas among learners of different learning pace. A workable solution to these problems may lead to the success of blended learning on both the students and the instructor.
 

blended learning; learner satisfaction; Introduction to Linguistics