This study aims to critically investigate the characteristics and adoption of blended learning as a strategy applied in English Language Teaching. It also aims to give a rich discussion on the effectiveness and limitations of the strategy based on varied literatures and studies conducted locally and internationally. Moreover, it seeks to find solid evidence on the effectiveness and identify limitations of this teaching-learning approach to improve the quality of education and meet the educational needs of the students. Qualitative research design was utilized to analyze and interpret the gathered data through a systematic review. A systematic review answers the defined research question through the collection and summarization of all empirical evidence from studies that fit the specified eligibility criteria. Only journals or research studies published at least 10 years ago were included in this study. The study revealed that characteristics of blended learning include the usage of two modes in teaching such as the traditional and ICT modes. Multicultural and multidimensional approaches of teaching and learning are emphasized. The teaching-learning process is child centered. Teachers and students adapt to the new strategy positively. Studies proved that blended learning is effective in teaching and learning English. Students’ interest, attitude, motivation and perception toward the use of the traditional teaching strategies and manipulation of technology greatly affect their performance in English. However, computer literacy or limited ICT skills, internet connection, availability of computer, time management, misuse and underuse of technology are perceived to be the challenges and limitations of the strategy. It is therefore recommended that a systematic tool and tools online that can easily be accessed may be created. Trainings and workshops to improve teachers and students’ ICT skills may be conducted for them to acquire the skills needed to effectively apply and implement the strategy in the English classrooms.