Teaching English to University Students Through Hybrid Mode: A Study of Pedagogical Implications

Abstract

The pedagogical implications of English teaching at the university level using hybrid learning, a blend of face-to-face and online instruction, are examined in this study. The research aims to determine the effect of hybrid instruction on students' English language skills, recognize challenges encountered by both learners and instructors in a blended learning setting, and discuss best practices for ensuring maximum effectiveness of hybrid English instruction. A quantitative approach was employed, and data were collected using a standardized questionnaire from 100 BS English students in COMSATS University, Vehari Campus. Findings suggest that hybrid learning has a positive impact on students' reading, speaking, and overall active engagement and motivates them along with promoting digital literacy. In addition, concerns like unreliable internet connectivity, inability to pose questions in online classes, and ambiguity of assignment instructions also appeared as major concerns. These results align with blended learning theories, more so the Community of Inquiry model, which focuses on cognitive, teaching, and social presence. The research concludes that hybrid learning is an effective and feasible way to improve English proficiency at the university level, although its effectiveness hinges on more robust technological support, interactive strategies, and well-planned instruction.