The integration of Massive Open Online Courses (MOOCs) in blended English classes has been widely implemented in many educational settings. However, there have been critical issues in the implementation of blended MOOCs in English language education. The study aims to investigate the challenges of blended MOOCs in English language learning. The study employed both quantitative and qualitative approaches to examine the extent to which students perceived the challenges of blended MOOCs when they studied English subjects. A 5-point Likert scale questionnaire and a semi-structured interview were employed with the voluntary participation of 71 English major students at a private university in Vietnam. The findings reveal that English major students perceived the challenges of blended MOOCs in their English courses at a relatively high level in terms of interaction, content, pedagogy, assessment, and institutional support and infrastructure. Assessment and interaction were thought to be the biggest challenges to students when they took English courses in the mode of blended MOOCs. Possible solutions from students' views were also addressed such as providing online forum discussions to give support and feedback in a timely manner and recognizing MOOC grades for university credits. Practical implications were discussed for the future implementation of blended MOOCs for English language programs to improve the quality of English education. © 2023 ACM.