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Lecturers' perception of Hybrid Learning Model In Teaching English For Business.

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Bibliographic Details
Title:	Lecturers' perception of Hybrid Learning Model In Teaching English For Business.
Authors:	Hamid, Restu Januarty¹ restu.januarty@bosowa.com, Rahman, Muh. Asfah¹, Wello, Muhammad Basri¹, Asrifan, Andi¹
Source:	Journal of English Language Teaching & Applied Linguistics (JELTAL). Jan-Mar2025, Vol. 7 Issue 1, p12-18. 7p.
Subject Terms:	Digital literacy, Business English, Role playing, Asynchronous learning, Blended learning, Online education, Internet access
Abstract:	This study explores lecturers' perceptions of the hybrid learning model in teaching English for Business, focusing on its implementation, challenges, and benefits. The hybrid model, blending face-to-face and online instruction, is increasingly adopted in higher education to accommodate diverse student needs and enhance learning outcomes. Using a qualitative research design, data were collected through interviews, observations, and document analysis involving four lecturers. The findings reveal hybrid learning facilitates a comprehensive understanding of course material by integrating theoretical and practical elements. In-person sessions were utilized for interactive discussions and role-playing, while online platforms supported asynchronous learning and resource access. However, lecturers faced challenges, including technological barriers such as unstable internet connections, increased workload due to dual teaching responsibilities, and difficulties in maintaining student engagement during asynchronous activities. Despite these issues, the hybrid model enhanced flexibility, promoted digital literacy and fostered innovative teaching practices. Students gained valuable self-regulation and technology skills, while lecturers leveraged diverse teaching tools to create dynamic lessons. The study concludes that hybrid learning is an effective model for teaching English for Business, offering flexibility, accessibility, and enriched learning experiences. Its success, however, depends on addressing key challenges, including technological infrastructure, training, and support for both lecturers and students. This research contributes to understanding the potential and limitations of hybrid learning, emphasizing the need for strategic planning and institutional investment to optimize its implementation. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of English Language Teaching & Applied Linguistics (JELTAL) is the property of Al-Kindi Center for Research & Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This study explores lecturers' perceptions of the hybrid learning model in teaching English for Business, focusing on its implementation, challenges, and benefits. The hybrid model, blending face-to-face and online instruction, is increasingly adopted in higher education to accommodate diverse student needs and enhance learning outcomes. Using a qualitative research design, data were collected through interviews, observations, and document analysis involving four lecturers. The findings reveal hybrid learning facilitates a comprehensive understanding of course material by integrating theoretical and practical elements. In-person sessions were utilized for interactive discussions and role-playing, while online platforms supported asynchronous learning and resource access. However, lecturers faced challenges, including technological barriers such as unstable internet connections, increased workload due to dual teaching responsibilities, and difficulties in maintaining student engagement during asynchronous activities. Despite these issues, the hybrid model enhanced flexibility, promoted digital literacy and fostered innovative teaching practices. Students gained valuable self-regulation and technology skills, while lecturers leveraged diverse teaching tools to create dynamic lessons. The study concludes that hybrid learning is an effective model for teaching English for Business, offering flexibility, accessibility, and enriched learning experiences. Its success, however, depends on addressing key challenges, including technological infrastructure, training, and support for both lecturers and students. This research contributes to understanding the potential and limitations of hybrid learning, emphasizing the need for strategic planning and institutional investment to optimize its implementation. [ABSTRACT FROM AUTHOR]
ISSN:	2707756X
DOI:	10.32996/jetal.2025.7.1.2