This study aims to explore the impact of language learning strategy instruction in blended learning and investigate how students use language learning strategies in blended learning context and their perspectives. The participants for the mixed study consisted of 108 freshmen university students in Korea, and the study was conducted for 15 weeks. The quantitative data included the results of pre-test and post-test, a questionnaire on perspectives on blended learning and a questionnaire of Strategy Inventory of Language Learning. The data for the qualitative research included the students` weekly learning journals and semi-structured interviews. The results are as follows: 1) language learning strategy instruction in blended learning was found to be effective for increasing students` language proficiency; 2) the students perceived blended learning and online activities to be interesting, satisfying, and useful, and offline activities to be interesting and useful but less satisfying; and 3) the students used compensation strategies the most followed by metacognitive, cognitive, social, affective and memory, in respective order, and the two least used strategies were found in affective strategies category. Based on the results of the study, discussion, implications, and suggestions for further study are provided.