Re-thinking hybrid language education
Tertiary-level L2 learners’ perceptions of online and face-to-face instruction
Bibliographic Data
| ID | 22428243 |
|---|---|
| Authors | Tugce Temir (0000-0002-2077-288X, University of Turkish Aeronautical Association, corresponding author), Fatma Melike Eşdur (0000-0003-1041-2503, Social Sciences University of Ankara) |
| Year | 2026 |
| Pages | 1-19 |
| Publication date | 2026-05-05 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Innovation in Language Learning and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1750-1229 • E-ISSN: 1750-1237 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17501229.2026.2660139 |
| OpenAlex | W7160274622 |
| Language | EN |
| References cited | 37 |
This study investigates tertiary-level L2 learners’ perceptions of hybrid language education by comparing the face-to-face and online components across different proficiency levels. It examines how learners’ satisfaction, perceived skill development, interaction patterns, and motivation vary within a single hybrid program. A mixed-methods design was employed. Quantitative data were collected from 253 students at three proficiency levels (A1, A2, B1) using a validated questionnaire, while qualitative data were obtained through semi-structured focus group interviews with 12 volunteers. Quantitative and qualitative findings were integrated to provide a comprehensive understanding of learner perceptions. Results indicate that students rated the face-to-face component more positively than the online component across all skills, particularly for speaking, grammar, and writing. Proficiency level significantly influenced perceptions of the online component, with lower-level learners expressing more negative views. Learners also highlighted both affordances (flexibility, practicality) and challenges (reduced interaction, concentration difficulties) of hybrid instruction. This study offers a novel perspective by examining how learners’ proficiency levels directly shape their perceptions of hybrid language education within a single program. Moreover, it investigates a model in which students experience both online and face-to-face instruction within the same week, rather than comparing separate cohorts or modalities. This design provides evidence-based insights for curriculum designers and teacher educators on how hybrid models can be tailored to different learner profiles, thereby enhancing engagement and effectiveness in L2 learning contexts.
Blended Learning · Comprehension approach · Hybrid learning · Language acquisition · Language proficiency · Perception · Second language · EFL/ESL Teaching and Learning · Innovations in Education and Learning Technologies · Online and Blended Learning
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| Citation velocity | historical |
|---|---|
| Highly cited | No |