HYBRID LEARNING IN ENGLISH LANGUAGE TEACHING: A STUDY IN MICROTEACHING CLASS
Abstract
Hybrid learning, a combination of face-to-face and online instruction, has emerged as an effective approach to enhance student learning experiences in English language teaching. This essay explores the concept of hybrid learning, its advantages and disadvantages, and its application in microteaching classes. The study investigates the impact of hybrid learning on pre-service teachers' teaching skills in a microteaching class through a qualitative research design using thematic analysis. The findings indicate that hybrid learning improves pre-service English teachers' basic teaching skills, instructional design skills for active students, mastery of technology and information, and understanding of microteaching concepts. However, the assessment practice in microteaching remains a challenge for the participants. Challenges in implementing hybrid learning include access issues, technology infrastructure limitations, and the need for materials that align with both online and face-to-face components. Best practices include clear course objectives, easy access to technological devices, complementary materials, and opportunities for independent practice. Hybrid learning provides flexibility, personalized learning experiences, collaborative opportunities, integration of multimedia resources, and continuous professional development for English teachers. While challenges exist, the benefits of hybrid learning for pre-service teachers' teaching skills and student engagement in microteaching classes are evident. To further improve hybrid learning, educators should offer training programs tailored to meet student needs and provide technical support services. This research contributes to the understanding of hybrid learning in the context of English language teaching and emphasizes the importance of careful planning, training, and support to ensure successful implementation
Downloads
References
Crawford-Ferre, H. G., Wiest, L. R., & Shim, I. (2020). Hybrid Pedagogy: Lessons Learned from Teaching Multiple Modalities in a Plant Pathology Course. Journal of Microbiology & Biology Education, 21(2).
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Dziuban, C., Moskal, P., & Hartman, J. (2005). Higher education, blended learning, and the generations: Knowledge is power—no more. Educating the Net Generation, 69-90.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
Lai, E. R., & Wu, Y. T. (2017). A review of research on technology-assisted school teacher professional development. Educational Technology & Society, 20(3), 257-272.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education.
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Wadsworth Publishing.
Picciano, A. G. (2009). Blending with purpose: The multimodal model. Journal of Asynchronous Learning Networks, 13(1), 7-18.
Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-59
