Investigating the Effect of Hybrid Teaching on EFL Learners’ Level: Teachers’ and Learners’ Perceptions

Abstract

Hybrid learning, combining online and in-person instruction, holds promise for enhancing flexibility and engagement in educational settings. However, its effectiveness in English as a Foreign Language (EFL) classrooms remains underexplored, particularly from the perspectives of both students and teachers. This study addresses this gap by investigating the impact of hybrid teaching on EFL learners' proficiency levels and exploring perceptions among students and teachers regarding this instructional approach. Employing a descriptive approach within a mixed- method design, the research examines how hybrid learning influences language proficiency among EFL students. The study tests two hypotheses: first, that teachers perceive hybrid learning as more effective than traditional methods in enhancing language acquisition skills; and second, that students find hybrid learning more beneficial for improving their English proficiency compared to traditional in-person instruction. The findings validate both hypotheses. Teachers acknowledge hybrid learning's potential to optimize language acquisition through innovative strategies and flexible learning environments. Students express a preference for hybrid learning, noting its effectiveness in promoting linguistic competence and enhancing engagement through digital tools.

ﯾﻌﺪ اﻟﺘﻌﻠﻢ اﻟﮭﺠﯿﻦ، اﻟﺬي ﯾﺠﻤﻊ ﺑﯿﻦ اﻟﺘﻌﻠﯿﻢ اﻟﻤﺮوﻧ ﻟﺘﻌﺰﯾﺰ ﺔ واﻻﻧﺨﺮاط ﻓﻲ ًوﻋﺪا ، ﻋﺒﺮ اﻹﻧﺘﺮﻧﺖ واﻟﺘﻌﻠﯿﻢ اﻟﺸﺨﺼﻲ اﻹﻋﺪادات اﻟﺘﻌﻠﯿﻤﯿﺔ. وﻣﻊ ذﻟﻚ، ﻓﺈن ﻓﻌﺎﻟﯿﺘﮫ ﻓﻲ اﻟﻔﺼﻮل اﻟﺪراﺳﯿﺔ ﻟﺘﻌﻠﻢ اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ ﻛﻠﻐﺔ أﺟﻨﺒﯿﺔ ﻻ ﺗﺰال ﻗﯿﺪ اﻻﺳﺘﻜﺸﺎف، وﺧﺎﺻﺔ ﻣﻦ وﺟﮭﺎت ﻧﻈﺮ اﻟﻄﻼب واﻟﻤﻌﻠﻤﯿﻦ ﻋﻠﻰ ﺣﺪ ﺳﻮاء. ﺗﺘﻨﺎول ھﺬه اﻟﺪراﺳﺔ ھﺬه اﻟﻔﺠﻮة ﻣﻦ ﺧﻼل اﻟﺘﺤﻘﯿﻖ ﻓﻲ ﺗﺄﺛﯿﺮ اﻟﺘﻌﻠﻢ اﻟﮭﺠﯿﻦ ﻋﻠﻰ ﻣﺴﺘﻮﯾﺎت ﻛﻔﺎءة طﻼب اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ ﻛﻠﻐﺔ أﺟﻨﺒﯿﺔ واﺳﺘﻜﺸﺎف اﻟﻨﻈﺮﯾﺎت ﺑﯿﻦ اﻟﻄﻼب واﻟﻤﻌﻠﻤﯿﻦ ﺑﺸﺄن ھﺬا اﻟﻨﮭﺞ اﻟﺘﻌﻠﯿﻤﻲ. ﻣﻦ ﺧﻼل ﻧﮭﺞ وﺻﻔﻲ ﺿﻤﻦ ﺗﺼﻤﯿﻢ ذي طﺎﺑﻊ ﻣﻨﮭﺠﻲ ﻣﺨﺘﻠﻂ، ﺗﻔﺤﺺ اﻟﺒﺤﺚ ﻛﯿﻔﯿﺔ ﺗﺄﺛﯿﺮ اﻟﺘﻌﻠﻢ اﻟﮭﺠﯿﻦ ﻋﻠﻰ ﻣﺴﺘﻮﯾﺎت أن اﻟﻤﻌﻠﻤﯿﻦ ﯾﺪرﻛﻮن أن اﻟﺘﻌﻠﻢ اﻟﮭﺠﯿﻦ أﻛﺜﺮ ،ً إﺗﻘﺎن اﻟﻠﻐﺔ ﺑﯿﻦ طﻼب اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ ﻛﻠﻐﺔ أﺟﻨﺒﯿﺔ .ﺗﺨﺘﺒﺮ اﻟﺪراﺳﺔ ﻓﺮﺿﯿﺘﯿﻦ :أوﻻ أن اﻟﻄﻼب ﯾﺠﺪون اﻟﺘﻌﻠﻢ اﻟﮭﺠﯿﻦ أﻛﺜﺮ ﻓﺎﺋﺪة ﻓﻲ ﺗﺤﺴﯿﻦ ،ً ﻓﻌﺎﻟﯿﺔ ﻣﻦ اﻷﺳﺎﻟﯿﺐ اﻟﺘﻘﻠﯿﺪﯾﺔ ﻓﻲ ﺗﻌﺰﯾﺰ ﻣﮭﺎرات اﻛﺘﺴﺎب اﻟﻠﻐﺔ .وﺛﺎﻧﯿﺎ ﻛﻔﺎءﺗﮭﻢ ﻓﻲ اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ ﻣﻘﺎرﻧﺔ ﺑﺎﻟﺘﻌﻠﯿﻢ اﻟﺸﺨﺼﻲ اﻟﺘﻘﻠﯿﺪي. ﺗﺆﻛﺪ اﻟﻨﺘﺎﺋﺞ ﻛﻠﺘﺎ اﻟﻔﺮﺿﯿﺘﯿﻦ. ﯾﻘﺮ اﻟﻤﻌﻠﻤﻮن ﺑﺈﻣﻜﺎﻧﯿﺔ اﻟﺘﻌﻠﻢ اﻟﮭﺠﯿﻦ ﻓﻲ ﺗﺤﺴﯿﻦ اﻛﺘﺴﺎب اﻟﻠﻐﺔ ﻣﻦ ﺧﻼل اﺳﺘﺮاﺗﯿﺠﯿﺎت ﻣﺒﺘﻜﺮة وﺑﯿﺌﺎت ﺗﻌﻠﻢ ﻣﺮﻧﺔ. وﯾﻌﺒﺮ اﻟﻄﻼب ﻋﻦ ﺗﻔﻀﯿﻠﮭﻢ ﻟﻠﺘﻌﻠﻢ اﻟﮭﺠﯿﻦ، ﻣﺸﯿﺮﯾﻦ إﻟﻰ ﻓﻌﺎﻟﯿﺘﮫ ﻓﻲ ﺗﻌﺰﯾﺰ اﻟﻜﻔﺎءة اﻟﻠﻐﻮﯾﺔ وﺗﻌﺰﯾﺰ اﻻﻧﺨﺮاط ﻣﻦ ﺧﻼل اﻷدوات اﻟﺮﻗﻤﯿﺔ