The research aimed to make a quasi-experimental study of College English in a Chinese blended learning community environment. A mixed method was adopted to collect data about students' academic achievement and learning satisfaction. Academic achievement consisted of obtrusive data from the final exam, and learning satisfaction data came from a unified standard questionnaire organized by the university. Utilizing quasi-experimental design, results showed that the experimental class (C1) adopting the framework of blended learning community (BLC) earned a higher level of academic achievement and satisfaction. It is concluded in this research that the BLC framework was shown to have a positive effect on students' academic achievement and learning satisfaction than face-to-face (FTF) learning in the context of English learning in higher education. Pedagogical implications and future research recommendations were also included.