This study sought to compare and assess students' experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching 1 section of an undergraduate English literacy course using the face-to-face format while, in the same semester, teaching another section of the same class in a hybrid/ blended format were willing to invite students (blended: n = 26; traditional: n = 26) to participate in this study. Students in the blended course reported significantly higher overall learning motivation (p = 0.045) than students in the traditional course. They also reported higher levels of learning outcomes (p = 0.45) and final grades (p = 0.192) with no significant difference. Moreover, blended learners indicated that they would like to take more blended classes and would recommend them to their friends.