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 one 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 = .045) than students in the traditional course. They also reported higher levels of learning outcomes (p = .45) and final grades (p = .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.