關鍵詞:混成式學習；英語閱讀策略；線上學習；教學設計；高等教育 The objective of the study is to design and develop a blended English reading course in order to introduce an innovative learning experience for higher education EFL learners. Blended learning has been proved that it could be employed to effectively enhance the contexts of learning and training. Thorne (2003) accentuates that blended learning represents an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning. However, the concept of blended learning is not well known to EFL educators and learners. Prompted by these propositions, the researcher attempts to develop a four –week blended English reading course and further implement it investigating the course’s efficacy. Two research questions are derived to explore: (a) what kinds of learners benefit most from the course, and (b) what barriers that might thwart the implementation of the course are. The overall framework of the research design has twofold phases: (1) the phase of the model development, and (2) the phase of “ADDIE”. An English teaching practitioner and 32 English majors were invited to participate in the blended English reading course. Through qualitative analyses of participated observation, in-depth interviews, and field notes, three findings were surfaced as follows: (a) students’ learning achievements were primarily influenced by as learning styles and the degrees of technology acceptance; (b) inadequate computer literacy, inadequate available computer resources, and unpredictable machine failure might be the crucial obstacles to the success of thee implementation; (c) learners were more aware of their responsibilities for learning achievement, and positively viewed learning process as life-long learning. Besides, Suggestions for implementing the blended learning were provided for other researchers.