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This paper explores the correlation of blended learning and the enhancement of oral English communicative competence based on the teaching of the online course "Oral English 3" and the empirical data elicited from the questionnaire with English majors. It shows that "online / offline + face-to-face" blended teaching and learning mode facilitates students' participation and interaction and develops their capabilities of making PPT presentations, their English thinking, oral expressive and communicative competence, thus effectively improves the teaching quality of oral English.

Abstract-Based on Hofstede's national culture, referring to the theoretical paradigm of 'capital-identity transformation', this paper explores the educational experiences of international students taking Chinese higher education from the perspective of cultural adaptation. It combines the qualitative data from 3 focus groups of 25 international students with the quantitative data from 'Closed Questions' on the Likert Scale. It reveals that students' initial inadaptation is caused by such factors as different educational culture, library resources, the Internet language system and 'dual language barrier'. Lacking opportunities to communicate exasperates the issue of isolation, which adds negatively to the experiences. It concludes that international students face the greatest challenges during the period of 'crisis' or 'initial adjustment' in 'U-Curve' and 'WCurve'. In this light, implications are made to improve teaching and service quality to enhance students' experiences.