 This study examined the effectiveness of the blended teaching model and improving university students' English learning achievement in China during the pandemic period. It found that students' academic self-concept and course experience had a positive impact on their English learning achievement. Additionally, students' academic self-concept was partially mediated by learning engagement and academic procrastination, while the effect of course experience on learning achievement was fully mediated by learning engagement and academic procrastination. This article was authored by Meng Hua and Lin Wang.