This study aims to compare the single cyber asynchronous learning approach with the blended cyber learning approach in distance English education. Two classes of 70 students participated in this study, which lasted one semester of about four months, with one class using the blended approach for their English study and the other only using the cyber asynchronous approach. Students' final scores were collected and processed at the end of the semester. The null hypothesis was that there would be no significant differences in the outcomes of the two approaches. But the data obtained repudiates the null hypothesis and shows that although both approaches improved students' performance, the blended approach could bring a significantly better result for adult e-learners in their English study than the single cyber asynchronous approach. The questionnaire survey at the end of the study indicates that cyber synchronous learning can provide students with some unique help which cannot be obtained in cyber asynchronous learning. (Contains 7 tables.)