<![CDATA[This research examines the instructional strategies employed by English instructors to enhance students’ speaking skills in a blended learning environment. Despite the fact that blended learning has been widely adopted in formal higher education settings, few studies have investigated how blended learning operates in small private English courses with diverse young adult learners. The purpose of this study is to identify the strategies used in designing blended speaking lessons and to examine its perceived impacts on student performance. A qualitative case study design was carried out which involved two experienced instructors teaching five speaking classes. The researchers collected the data through classroom observations and semi structured interviews. The data were analyzed using thematic analysis. The results of this study reveal three dominant strategies: task-based speaking cycles across online and offline modes, structured asynchronous practice using digital platforms, and personalized feedback loops. These strategies were perceived to improve students’ fluency, confidence, and autonomy by providing low pressure rehearsal spaces and targeted support. These demonstrate that effective blended speaking instruction depends more on intentional pedagogical design than on technological sophistication, particularly in contexts where the resources are limited. This research expands the current understanding of blended learning practices beyond higher education environments. Keywords: Blended Learning, Speaking Skills, English Language Teaching, Instructor Strategies, Students Performance]]>
