ENGLISH LANGUAGE TEACHING
STRATEGIES IN HYBRID ENVIRONMENTS:
INTEGRATING TECHNOLOGY AND
FACE-TO-FACE INSTRUCTION
ESTRATEGIAS DE ENSEÑANZA DEL INGLÉS EN
ENTORNOS HÍBRIDOS: INTEGRACIÓN DE LA TECNOLOGÍA
Y LA ENSEÑANZA PRESENCIAL
Mgs. Rocio del Carmen Rodríguez Rueda
Ministerio de Educación, Ecuador
Lcda. Deysi Teresa Vite Guzman
Ministerio de Educación, Ecuador
Lic. Marjorie Carolina Alvarado Romero
Ministerio de Educación, Ecuador
Mgs. Linda Michel Correa Riofrio
Ministerio de Educación, Ecuador
Mgs. Nelly Maribel Jaramillo Jara
Ministerio de Educación, Ecuador
pág. 4811
DOI: https://doi.org/10.37811/cl_rcm.v9i3.18113
English Language Teaching Strategies in Hybrid Environments:
Integrating Technology and Face-to-Face Instruction
RESUMEN
Este estudio investiga las estrategias empleadas en la enseñanza del inglés (ELT) en entornos de
aprendizaje híbrido en escuelas secundarias públicas ecuatorianas, centrándose en la integración de la
tecnología y la instrucción presencial. Mediante un diseño cualitativo de estudio de caso múltiple, se
recopilaron datos de cinco escuelas secundarias en diferentes provincias, involucrando a 110 estudiantes
y cinco docentes de inglés. Se utilizaron observaciones en el aula, entrevistas a docentes y cuestionarios
a estudiantes para recopilar información sobre las prácticas de enseñanza, la participación estudiantil y
los desafíos del aprendizaje híbrido. Los resultados revelan que la instrucción híbrida, cuando se apoya
en una infraestructura adecuada y la capacitación docente, fomenta la participación estudiantil y facilita
el acceso a materiales de aprendizaje auténticos. Sin embargo, desafíos significativos como la
conectividad limitada, la falta de dispositivos digitales y la preparación desigual de los docentes
dificultan una implementación consistente. Los estudiantes reportaron un mayor rendimiento
académico y motivación durante las sesiones presenciales, mientras que la instrucción en línea resultó
beneficiosa para el desarrollo de la autonomía y la alfabetización digital. Los hallazgos subrayan la
importancia de las estrategias sensibles al contexto, el desarrollo profesional docente y el acceso
equitativo a la tecnología para optimizar las prácticas híbridas de ELT. Este estudio ofrece
implicaciones prácticas para la planificación curricular y el desarrollo de políticas destinadas a mejorar
la enseñanza del inglés en formatos combinados en las escuelas públicas ecuatorianas.
Palabras clave: aprendizaje híbrido, enseñanza del inglés, escuelas públicas
1 Autor principal
Correspondencia: rocio-rodriguez1970@hotmail.com
Mgs. Roció del Carmen Rodríguez Rueda1
rocio-rodriguez1970@hotmail.com
https://orcid.org/0009-0008-3780-1473
Ministerio de Educación
Loja-Ecuador
Lcda. Deysi Teresa Vite Guzman
deysi.vite@educacion.gob.ec
https://orcid.org/0009-0008-5729-6259
Ministerio de Educación
El Oro- Ecuador
Lic. Marjorie Carolina Alvarado Romero
marjorie.alvarado@educacion.gob.ec
https://orcid.org/0009-0004-9206-0920
Ministerio de Educación
El Oro-Ecuador
Mgs. Linda Michel Correa Riofrio
lindamichelcr@hotmail.com
https://orcid.org/0009-0006-9874-1481
Ministerio de Educación
El Oro-Ecuador
Mgs. Nelly Maribel Jaramillo Jara
nayelly_nelly@hotmail.com
https://orcid.org/0009-0003-8053-0406
Ministerio de Educación
El Oro – Ecuador
DOI: https://doi.org/10.37811/cl_rcm.v9i3.18113
English Language Teaching Strategies in Hybrid Environments:
Integrating Technology and Face-to-Face Instruction
RESUMEN
Este estudio investiga las estrategias empleadas en la enseñanza del inglés (ELT) en entornos de
aprendizaje híbrido en escuelas secundarias públicas ecuatorianas, centrándose en la integración de la
tecnología y la instrucción presencial. Mediante un diseño cualitativo de estudio de caso múltiple, se
recopilaron datos de cinco escuelas secundarias en diferentes provincias, involucrando a 110 estudiantes
y cinco docentes de inglés. Se utilizaron observaciones en el aula, entrevistas a docentes y cuestionarios
a estudiantes para recopilar información sobre las prácticas de enseñanza, la participación estudiantil y
los desafíos del aprendizaje híbrido. Los resultados revelan que la instrucción híbrida, cuando se apoya
en una infraestructura adecuada y la capacitación docente, fomenta la participación estudiantil y facilita
el acceso a materiales de aprendizaje auténticos. Sin embargo, desafíos significativos como la
conectividad limitada, la falta de dispositivos digitales y la preparación desigual de los docentes
dificultan una implementación consistente. Los estudiantes reportaron un mayor rendimiento
académico y motivación durante las sesiones presenciales, mientras que la instrucción en línea resultó
beneficiosa para el desarrollo de la autonomía y la alfabetización digital. Los hallazgos subrayan la
importancia de las estrategias sensibles al contexto, el desarrollo profesional docente y el acceso
equitativo a la tecnología para optimizar las prácticas híbridas de ELT. Este estudio ofrece
implicaciones prácticas para la planificación curricular y el desarrollo de políticas destinadas a mejorar
la enseñanza del inglés en formatos combinados en las escuelas públicas ecuatorianas.
Palabras clave: aprendizaje híbrido, enseñanza del inglés, escuelas públicas
1 Autor principal
Correspondencia: rocio-rodriguez1970@hotmail.com
Mgs. Roció del Carmen Rodríguez Rueda1
rocio-rodriguez1970@hotmail.com
https://orcid.org/0009-0008-3780-1473
Ministerio de Educación
Loja-Ecuador
Lcda. Deysi Teresa Vite Guzman
deysi.vite@educacion.gob.ec
https://orcid.org/0009-0008-5729-6259
Ministerio de Educación
El Oro- Ecuador
Lic. Marjorie Carolina Alvarado Romero
marjorie.alvarado@educacion.gob.ec
https://orcid.org/0009-0004-9206-0920
Ministerio de Educación
El Oro-Ecuador
Mgs. Linda Michel Correa Riofrio
lindamichelcr@hotmail.com
https://orcid.org/0009-0006-9874-1481
Ministerio de Educación
El Oro-Ecuador
Mgs. Nelly Maribel Jaramillo Jara
nayelly_nelly@hotmail.com
https://orcid.org/0009-0003-8053-0406
Ministerio de Educación
El Oro – Ecuador
pág. 4812
Estrategias de Enseñanza del Inglés en Entornos Híbridos: Integración de
la Tecnología y la Enseñanza Presencial
ABSTRACT
This study investigates the strategies employed in English Language Teaching (ELT) within hybrid
learning environments in Ecuadorian public high schools, focusing on the integration of technology and
face-to-face instruction. Using a qualitative multiple case study design, data were collected from five
high schools across different provinces, involving 110 students and five English teachers. Classroom
observations, teacher interviews, and student questionnaires were used to gather insights into
instructional practices, student engagement, and the challenges of hybrid learning. The results reveal
that hybrid instruction, when supported by adequate infrastructure and teacher training, fosters student
engagement and facilitates access to authentic learning materials. However, significant challenges such
as limited connectivity, lack of digital devices, and uneven teacher preparedness hinder consistent
implementation. Students reported higher academic performance and motivation during face-to-face
sessions, while online instruction proved beneficial for developing autonomy and digital literacy. The
findings underscore the importance of context-sensitive strategies, teacher professional development,
and equitable access to technology in optimizing hybrid ELT practices. This study offers practical
implications for curriculum planning and policy development to enhance English language education
in blended formats across Ecuadorian public schools.
Keywords: hybrid learning, english teaching, public schools
Artículo recibido 05 mayo 2025
Aceptado para publicación: 30 mayo 2025
Estrategias de Enseñanza del Inglés en Entornos Híbridos: Integración de
la Tecnología y la Enseñanza Presencial
ABSTRACT
This study investigates the strategies employed in English Language Teaching (ELT) within hybrid
learning environments in Ecuadorian public high schools, focusing on the integration of technology and
face-to-face instruction. Using a qualitative multiple case study design, data were collected from five
high schools across different provinces, involving 110 students and five English teachers. Classroom
observations, teacher interviews, and student questionnaires were used to gather insights into
instructional practices, student engagement, and the challenges of hybrid learning. The results reveal
that hybrid instruction, when supported by adequate infrastructure and teacher training, fosters student
engagement and facilitates access to authentic learning materials. However, significant challenges such
as limited connectivity, lack of digital devices, and uneven teacher preparedness hinder consistent
implementation. Students reported higher academic performance and motivation during face-to-face
sessions, while online instruction proved beneficial for developing autonomy and digital literacy. The
findings underscore the importance of context-sensitive strategies, teacher professional development,
and equitable access to technology in optimizing hybrid ELT practices. This study offers practical
implications for curriculum planning and policy development to enhance English language education
in blended formats across Ecuadorian public schools.
Keywords: hybrid learning, english teaching, public schools
Artículo recibido 05 mayo 2025
Aceptado para publicación: 30 mayo 2025
pág. 4813
INTRODUCTION
The emergence of hybrid learning environments, combining face-to-face instruction with digital
platforms, has reformed how English is taught in schools globally. In Ecuador, particularly within the
public school system, this model was adopted rapidly in response to the COVID-19 pandemic. While
hybrid education offers increased flexibility and accessibility, its effectiveness depends on the context
in which it is implemented (Pokrovskaya, 2020). Based on Cango and Bravo (2020), Ecuadorian public
high schools face specific challenges such as limited internet connectivity, scarce technological
resources, and varying levels of teacher awareness, which significantly impact the success of English
language instruction.
The English teaching process in Ecuador is guided by a national curriculum that engages
communicative competence and digital literacy. However, the transition to hybrid learning has exposed
gaps between curriculum goals and classroom realities. According to Hirata and Hirata (2008),teachers
must often adapt their practices without adequate training or infrastructure, especially in rural and semi-
urban areas. So, students face difficulties with online engagement, access to devices, and consistent
participation. These challenges contribute to disparities in learning outcomes, raising concerns about
educational equity (Papadima et al., 2016).
In this context, identifying effective teaching strategies for hybrid English instruction is essential. The
technology integration tools like Google Classroom, YouTube, and WhatsApp have introduced new
ways to deliver content and interact with students. Nevertheless, these tools require teachers and
students to develop new digital competencies and adjust their roles in the learning process (Ruday &
Cassidy, 2021). Hybrid environments demand a reconfiguration of traditional methods, focusing on
student-centered instruction, task-based learning, and flexible assessment practices (Zheng, 2021).
This study investigates the strategies employed by English teachers across five Ecuadorian public high
schools to face the challenges of hybrid education. Danylchenko (2023), explores teaching practices,
instructional materials, and student engagement. The research aims to provide insights about the
effectiveness and feasibility of approaches in this setting. The findings are intended to support
educational stakeholders in improving ELT practices, informing training programs, and fostering more
equitable and sustainable hybrid learning models in Ecuador and similar contexts (Li, 2024).
INTRODUCTION
The emergence of hybrid learning environments, combining face-to-face instruction with digital
platforms, has reformed how English is taught in schools globally. In Ecuador, particularly within the
public school system, this model was adopted rapidly in response to the COVID-19 pandemic. While
hybrid education offers increased flexibility and accessibility, its effectiveness depends on the context
in which it is implemented (Pokrovskaya, 2020). Based on Cango and Bravo (2020), Ecuadorian public
high schools face specific challenges such as limited internet connectivity, scarce technological
resources, and varying levels of teacher awareness, which significantly impact the success of English
language instruction.
The English teaching process in Ecuador is guided by a national curriculum that engages
communicative competence and digital literacy. However, the transition to hybrid learning has exposed
gaps between curriculum goals and classroom realities. According to Hirata and Hirata (2008),teachers
must often adapt their practices without adequate training or infrastructure, especially in rural and semi-
urban areas. So, students face difficulties with online engagement, access to devices, and consistent
participation. These challenges contribute to disparities in learning outcomes, raising concerns about
educational equity (Papadima et al., 2016).
In this context, identifying effective teaching strategies for hybrid English instruction is essential. The
technology integration tools like Google Classroom, YouTube, and WhatsApp have introduced new
ways to deliver content and interact with students. Nevertheless, these tools require teachers and
students to develop new digital competencies and adjust their roles in the learning process (Ruday &
Cassidy, 2021). Hybrid environments demand a reconfiguration of traditional methods, focusing on
student-centered instruction, task-based learning, and flexible assessment practices (Zheng, 2021).
This study investigates the strategies employed by English teachers across five Ecuadorian public high
schools to face the challenges of hybrid education. Danylchenko (2023), explores teaching practices,
instructional materials, and student engagement. The research aims to provide insights about the
effectiveness and feasibility of approaches in this setting. The findings are intended to support
educational stakeholders in improving ELT practices, informing training programs, and fostering more
equitable and sustainable hybrid learning models in Ecuador and similar contexts (Li, 2024).
pág. 4814
METHODOLOGY
This study employed a qualitative descriptive research approach to explore the instructional strategies
used in English teaching within hybrid learning environments (Barnhart et al., 2022). The qualitative
approach allowed for an in-depth understanding of teacher practices, student engagement, and the
application of technological tools in classroom instruction (Illahibaccus, 2023). The qualitative
approach is a research methodology that focuses on understanding human experiences, behaviors, and
social phenomena from the perspective of the people involved.
In words of Illahibaccus (2023), it emphasizes depth over breadth, using non-numerical data like words,
images, or observations to gain insights into meaning, context, and underlying reasons. Rather than
Lozano et al. (2020), seeks statistical generalizations, the research aimed to provide rich, contextualized
insights into how hybrid teaching is implemented in Ecuadorian public high schools and the pedagogical
implications of this model (Yuan, 2022).
The research was designed as a multiple case study, focusing on five public high schools located in
diverse cities across Ecuador. The case study design enabled the researcher to examine ELT practices
in diverse contexts, such as urban, semi-urban, and rural, with different levels of technological
infrastructure and socioeconomic conditions (Lin et al., 2014). This approach provided the flexibility
to compare and contrast teaching strategies across settings, revealing common trends and localized
adaptations within the hybrid framework (Mirzaei et al., 2024).
The population included English teachers and students from public high schools in Ecuador. The sample
consisted of five English teachers, one from each selected school, which means 110 students in total,
ranging from 8th to 10th grade. Schools were chosen from Loja and El Oro cities to ensure the
representation of various educational environments. An intentional sampling method was used to select
institutions actively engaged in hybrid education, ensuring relevance to the study's objectives.
To gather data, the study employed multiple qualitative instruments. These included direct classroom
observations, in-person and through online platforms, to document instructional techniques and
classroom dynamics (Aydın & Genç, 2024). Semi-structured interviews with teachers provided insights
into their pedagogical decision-making, challenges, and reflections on the hybrid model (Hamid et al.,
2022).
METHODOLOGY
This study employed a qualitative descriptive research approach to explore the instructional strategies
used in English teaching within hybrid learning environments (Barnhart et al., 2022). The qualitative
approach allowed for an in-depth understanding of teacher practices, student engagement, and the
application of technological tools in classroom instruction (Illahibaccus, 2023). The qualitative
approach is a research methodology that focuses on understanding human experiences, behaviors, and
social phenomena from the perspective of the people involved.
In words of Illahibaccus (2023), it emphasizes depth over breadth, using non-numerical data like words,
images, or observations to gain insights into meaning, context, and underlying reasons. Rather than
Lozano et al. (2020), seeks statistical generalizations, the research aimed to provide rich, contextualized
insights into how hybrid teaching is implemented in Ecuadorian public high schools and the pedagogical
implications of this model (Yuan, 2022).
The research was designed as a multiple case study, focusing on five public high schools located in
diverse cities across Ecuador. The case study design enabled the researcher to examine ELT practices
in diverse contexts, such as urban, semi-urban, and rural, with different levels of technological
infrastructure and socioeconomic conditions (Lin et al., 2014). This approach provided the flexibility
to compare and contrast teaching strategies across settings, revealing common trends and localized
adaptations within the hybrid framework (Mirzaei et al., 2024).
The population included English teachers and students from public high schools in Ecuador. The sample
consisted of five English teachers, one from each selected school, which means 110 students in total,
ranging from 8th to 10th grade. Schools were chosen from Loja and El Oro cities to ensure the
representation of various educational environments. An intentional sampling method was used to select
institutions actively engaged in hybrid education, ensuring relevance to the study's objectives.
To gather data, the study employed multiple qualitative instruments. These included direct classroom
observations, in-person and through online platforms, to document instructional techniques and
classroom dynamics (Aydın & Genç, 2024). Semi-structured interviews with teachers provided insights
into their pedagogical decision-making, challenges, and reflections on the hybrid model (Hamid et al.,
2022).
pág. 4815
In addition, student questionnaires were distributed to capture learner experiences, preferences, and
perceptions about the strategies' effectiveness (Illahibaccus, 2023). The researcher also conducted
document analysis of lesson plans, learning activities, and digital records such as Google Classroom
assignments to triangulate the findings (Sánchez-Hernández & Barón, 2022).
The research was conducted for about four months, from April to December 2024. This time frame
allowed for the observation of multiple instructional cycles, integration of diverse technological tools,
and the opportunity to gather synchronous (real-time) and asynchronous (self-paced) data. Conducting
the study over several months ensured a more comprehensive and realistic picture of hybrid instruction
and its outcomes in the selected public high schools (Klimova & Pikhart, 2021).
RESULTS AND DISCUSSION
Table 1 Participating Schools and Student Demographics
High School Province Setting Students
Observed Grade Levels Internet
Access (%)
HS1 Loja Urban 25 9th–10th 92%
HS2 El Oro Semi-Urban 22 10th–11th 85%
HS3 Loja Rural 21 8th–10th 52%
HS4 El Oro Rural 20 9th–11th 47%
HS5 El Oro Urban 22 10th–11th 90%
These demographics reflect variability in connectivity, which strongly influenced the effectiveness of
hybrid learning strategies. Schools with higher internet access (HS1 and HS5) showed better online
engagement and learning continuity outcomes
.
Table 2 Frequency of Technology Tools Used by Teachers
Tool HS1 HS2 HS3 HS4 HS5
Google Classroom 5 4 2 2 5
Kahoot / Quizizz 4 4 1 1 4
YouTube videos 5 5 3 3 5
WhatsApp groups 2 3 4 4 2
Edpuzzle / Wordwall 3 2 1 1 3
Google Classroom and YouTube videos were the most frequently used tools, particularly in better-
connected schools. In rural areas (HS3, HS4), WhatsApp was often used as a substitute for formal
platforms, indicating adaptability but also limits in resource availability.
In addition, student questionnaires were distributed to capture learner experiences, preferences, and
perceptions about the strategies' effectiveness (Illahibaccus, 2023). The researcher also conducted
document analysis of lesson plans, learning activities, and digital records such as Google Classroom
assignments to triangulate the findings (Sánchez-Hernández & Barón, 2022).
The research was conducted for about four months, from April to December 2024. This time frame
allowed for the observation of multiple instructional cycles, integration of diverse technological tools,
and the opportunity to gather synchronous (real-time) and asynchronous (self-paced) data. Conducting
the study over several months ensured a more comprehensive and realistic picture of hybrid instruction
and its outcomes in the selected public high schools (Klimova & Pikhart, 2021).
RESULTS AND DISCUSSION
Table 1 Participating Schools and Student Demographics
High School Province Setting Students
Observed Grade Levels Internet
Access (%)
HS1 Loja Urban 25 9th–10th 92%
HS2 El Oro Semi-Urban 22 10th–11th 85%
HS3 Loja Rural 21 8th–10th 52%
HS4 El Oro Rural 20 9th–11th 47%
HS5 El Oro Urban 22 10th–11th 90%
These demographics reflect variability in connectivity, which strongly influenced the effectiveness of
hybrid learning strategies. Schools with higher internet access (HS1 and HS5) showed better online
engagement and learning continuity outcomes
.
Table 2 Frequency of Technology Tools Used by Teachers
Tool HS1 HS2 HS3 HS4 HS5
Google Classroom 5 4 2 2 5
Kahoot / Quizizz 4 4 1 1 4
YouTube videos 5 5 3 3 5
WhatsApp groups 2 3 4 4 2
Edpuzzle / Wordwall 3 2 1 1 3
Google Classroom and YouTube videos were the most frequently used tools, particularly in better-
connected schools. In rural areas (HS3, HS4), WhatsApp was often used as a substitute for formal
platforms, indicating adaptability but also limits in resource availability.
pág. 4816
Table 3 Average Student Scores by Instructional Mode
School Face-to-Face Avg. Online Avg. Overall Average
HS1 8.4 7.9 8.2
HS2 8.1 7.7 7.9
HS3 7.0 6.2 6.6
HS4 6.8 5.9 6.3
HS5 8.3 7.8 8.0
Face-to-face instruction consistently yielded higher average scores than online components, particularly
in schools with limited connectivity. Overall performance was strongest in HS1 and HS5, which also
had the highest internet access rates
DISCUSSION
The findings of this study highlight both the potential and limitations of hybrid English language
teaching in public high schools in Ecuador. Across the five case study schools, the technology
integration with face-to-face instruction showed varying degrees of effectiveness, influenced heavily
by context-specific factors such as connectivity, teacher preparedness, and student digital literacy.
These results align with global research trends indicating that the success of hybrid learning hinges on
more than just access to technology it requires strategic pedagogy, adequate training, and contextual
adaptability (Dang, 2024).
One of the central findings was the reliance on digital tools like Google Classroom, YouTube, and
messaging apps such as WhatsApp. While these tools facilitated continuity of instruction during online
periods, their effectiveness was closely tied to infrastructure. In urban and well-connected schools (HS1
and HS5), these platforms were used more robustly, contributing to higher levels of student engagement
and better academic outcomes. In contrast, rural schools with poor connectivity (HS3 and HS4)
depended more on asynchronous communication, provoking reduced student performance and limited
interactive learning. These findings reported that digital divides disproportionately affect rural and
underserved students in Latin America (Fanni et al., 2005).
The comparative analysis of student scores revealed that face-to-face instruction consistently led to
better academic performance than online sessions.
Table 3 Average Student Scores by Instructional Mode
School Face-to-Face Avg. Online Avg. Overall Average
HS1 8.4 7.9 8.2
HS2 8.1 7.7 7.9
HS3 7.0 6.2 6.6
HS4 6.8 5.9 6.3
HS5 8.3 7.8 8.0
Face-to-face instruction consistently yielded higher average scores than online components, particularly
in schools with limited connectivity. Overall performance was strongest in HS1 and HS5, which also
had the highest internet access rates
DISCUSSION
The findings of this study highlight both the potential and limitations of hybrid English language
teaching in public high schools in Ecuador. Across the five case study schools, the technology
integration with face-to-face instruction showed varying degrees of effectiveness, influenced heavily
by context-specific factors such as connectivity, teacher preparedness, and student digital literacy.
These results align with global research trends indicating that the success of hybrid learning hinges on
more than just access to technology it requires strategic pedagogy, adequate training, and contextual
adaptability (Dang, 2024).
One of the central findings was the reliance on digital tools like Google Classroom, YouTube, and
messaging apps such as WhatsApp. While these tools facilitated continuity of instruction during online
periods, their effectiveness was closely tied to infrastructure. In urban and well-connected schools (HS1
and HS5), these platforms were used more robustly, contributing to higher levels of student engagement
and better academic outcomes. In contrast, rural schools with poor connectivity (HS3 and HS4)
depended more on asynchronous communication, provoking reduced student performance and limited
interactive learning. These findings reported that digital divides disproportionately affect rural and
underserved students in Latin America (Fanni et al., 2005).
The comparative analysis of student scores revealed that face-to-face instruction consistently led to
better academic performance than online sessions.
pág. 4817
This underscores the enduring value of in-person interaction in language learning, particularly in
developing oral communication and providing immediate feedback. While hybrid instruction enabled
exposure to authentic materials and asynchronous review opportunities, it was not able to fully replicate
the dynamism and interpersonal connection of the physical classroom. This confirms the conclusions
drawn by Omar and Taib (2022) regarding the hybrid model's need for balance, not replacement, of
face-to-face components.
Furthermore, the student survey results revealed that engagement was generally moderate to high,
especially when teachers employed interactive and multimedia strategies (Cao, 2023). However, several
challenges persisted: limited device access, shared internet resources within households, and a lack of
self-regulated learning skills. These barriers highlight the critical role of socio-economic factors in
shaping students' learning experiences. The emphasis on teacher innovation in overcoming these
barriers is consistent with findings by Sana (2023), who stressed that effective hybrid learning requires
more than delivering content, that requires thoughtful redesign of instruction (Khatib & Riady, 2023).
Interestingly, despite challenges, students in all five schools showed resilience and adaptability in
navigating hybrid learning. Deep expressed appreciation for online videos, interactive quizzes, and the
flexibility of asynchronous learning. However, they also emphasized the need for more personalized
teacher support and structured feedback, an area where hybrid models must continue to evolve. This
duality reflects the ongoing pedagogical tension between autonomy and guidance in digital education
contexts (Ngo, 2010).
This study also emphasizes the importance of professional development for teachers. Ruday and
Jacobson (2021), the hybrid model was implemented with greater confidence and creativity in schools
where teachers had prior training or institutional support for digital tools (Ilyas et al., 2023). This
suggests that investment in ongoing teacher development is essential for current hybrid environments
and building resilience in future educational disruptions. As Etae et al. (2017) observed, teacher
readiness is a decisive factor in successful blended learning strategies, especially in resource-
constrained settings.
Finally, the hybrid model offers valuable opportunities for enriching English language instruction, but
it also exposes pre-existing inequalities in public education systems (Cechova et al., 2018).
This underscores the enduring value of in-person interaction in language learning, particularly in
developing oral communication and providing immediate feedback. While hybrid instruction enabled
exposure to authentic materials and asynchronous review opportunities, it was not able to fully replicate
the dynamism and interpersonal connection of the physical classroom. This confirms the conclusions
drawn by Omar and Taib (2022) regarding the hybrid model's need for balance, not replacement, of
face-to-face components.
Furthermore, the student survey results revealed that engagement was generally moderate to high,
especially when teachers employed interactive and multimedia strategies (Cao, 2023). However, several
challenges persisted: limited device access, shared internet resources within households, and a lack of
self-regulated learning skills. These barriers highlight the critical role of socio-economic factors in
shaping students' learning experiences. The emphasis on teacher innovation in overcoming these
barriers is consistent with findings by Sana (2023), who stressed that effective hybrid learning requires
more than delivering content, that requires thoughtful redesign of instruction (Khatib & Riady, 2023).
Interestingly, despite challenges, students in all five schools showed resilience and adaptability in
navigating hybrid learning. Deep expressed appreciation for online videos, interactive quizzes, and the
flexibility of asynchronous learning. However, they also emphasized the need for more personalized
teacher support and structured feedback, an area where hybrid models must continue to evolve. This
duality reflects the ongoing pedagogical tension between autonomy and guidance in digital education
contexts (Ngo, 2010).
This study also emphasizes the importance of professional development for teachers. Ruday and
Jacobson (2021), the hybrid model was implemented with greater confidence and creativity in schools
where teachers had prior training or institutional support for digital tools (Ilyas et al., 2023). This
suggests that investment in ongoing teacher development is essential for current hybrid environments
and building resilience in future educational disruptions. As Etae et al. (2017) observed, teacher
readiness is a decisive factor in successful blended learning strategies, especially in resource-
constrained settings.
Finally, the hybrid model offers valuable opportunities for enriching English language instruction, but
it also exposes pre-existing inequalities in public education systems (Cechova et al., 2018).
pág. 4818
While some students thrive in flexible, tech-supported environments, others face systemic barriers that
limit their participation and achievement. The data from this study suggest that hybrid education should
be pursued not as a one-size-fits-all solution, but as a flexible framework that must be adapted to local
conditions, supported by robust infrastructure, and underpinned by pedagogical training (Hutchinson &
Hadjioannou, 2011).
CONCLUSIONS
This study reveals that hybrid English language teaching in Ecuadorian public high schools is shaped
significantly by technological infrastructure, teacher adaptability, and student digital access. Teachers
across all five institutions demonstrated resourcefulness by integrating digital tools, but their success
varied based on the availability of reliable internet and institutional support.
Schools with better digital connectivity and more structured platforms (e.g., Google Classroom) showed
higher student performance and more frequent use of diverse instructional tools. In contrast, rural
schools often relied on informal methods such as WhatsApp messaging, which, while functional,
limited the scope and interactivity of English instruction. Face-to-face sessions were crucial in
maintaining student performance, suggesting that personal interaction remains a critical component in
language acquisition.
Despite challenges, hybrid learning offered benefits, particularly in promoting student autonomy and
access to authentic language materials. However, inequities in access to technology and support
mechanisms continue to affect learning outcomes, underscoring the need for targeted policies and
training that bridge these gaps.
To sum up, effective hybrid English teaching requires not only technical tools but also strategic
planning, pedagogical innovation, and sustained investment in teacher development and infrastructure.
These findings can inform future curriculum design, teacher training programs, and national education
strategies aiming to enhance language education in blended settings.
BIBLIOGRAPHIC REFERENCE
Aydın, M., & Genç, Z. (2024). ACADEMICIANS’ VIEWS ON FOREIGN LANGUAGE TEACHING:
ONLINE DISTANCE-LEARNING VERSUS FACE-TO-FACE INSTRUCTION. Encuentro
Journal, 32. https://doi.org/10.37536/ej.2024.32.2448
While some students thrive in flexible, tech-supported environments, others face systemic barriers that
limit their participation and achievement. The data from this study suggest that hybrid education should
be pursued not as a one-size-fits-all solution, but as a flexible framework that must be adapted to local
conditions, supported by robust infrastructure, and underpinned by pedagogical training (Hutchinson &
Hadjioannou, 2011).
CONCLUSIONS
This study reveals that hybrid English language teaching in Ecuadorian public high schools is shaped
significantly by technological infrastructure, teacher adaptability, and student digital access. Teachers
across all five institutions demonstrated resourcefulness by integrating digital tools, but their success
varied based on the availability of reliable internet and institutional support.
Schools with better digital connectivity and more structured platforms (e.g., Google Classroom) showed
higher student performance and more frequent use of diverse instructional tools. In contrast, rural
schools often relied on informal methods such as WhatsApp messaging, which, while functional,
limited the scope and interactivity of English instruction. Face-to-face sessions were crucial in
maintaining student performance, suggesting that personal interaction remains a critical component in
language acquisition.
Despite challenges, hybrid learning offered benefits, particularly in promoting student autonomy and
access to authentic language materials. However, inequities in access to technology and support
mechanisms continue to affect learning outcomes, underscoring the need for targeted policies and
training that bridge these gaps.
To sum up, effective hybrid English teaching requires not only technical tools but also strategic
planning, pedagogical innovation, and sustained investment in teacher development and infrastructure.
These findings can inform future curriculum design, teacher training programs, and national education
strategies aiming to enhance language education in blended settings.
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ONLINE DISTANCE-LEARNING VERSUS FACE-TO-FACE INSTRUCTION. Encuentro
Journal, 32. https://doi.org/10.37536/ej.2024.32.2448
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