Blended pedagogy, combining lectures and practice, is widely adopted in cultural education, with the expectation that combining multiple pedagogies leads to better cross-cultural adaptation. However, whether this assumption holds when pedagogies are combined at high frequency in the unique, high-context setting of Confucian classrooms remains unclear. Guided by Ward’s ABC (Affective, Behavioral, and Cognitive) framework, this study has investigated whether a saturation effect emerges when lectur