This study aims at investigating the effect of blended learning on learner engagement and oral proficiency. The instruments included the Oxford Placement Test (OPT), the IELTS Speaking Exam, and the Student Course Engagement Questionnaire (SCEQ). Sixty intermediate level males and females (mean age =26.5) participated in the study. The experimental group attended online classes on Nicenet along with face-to-face support while the control group attended only traditional classes. Two independent samples t tests were employed to compare the groups’ speaking performance and engagement before the study and two other t tests for comparing them after the study. The results revealed that the two groups were similar in both measures before the intervention. However, the experimental group significantly outperformed the control group in both speaking and engagement after a 10-week intervention period. The findings and implications of the study are discussed.

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