ENGLISH LANGUAGE TEACHERS’ PERCEPTIONS OF HYBRID LEARNING AT UNIVERSITY LEVEL

Abstract

The rapid growth of modern technologies has facilitated the emergence of hybrid learning as a specially designed training system that combines face-to-face learning and remote phase. Since this teaching mode is relatively new to university English language instructors, there is an urgent need to investigate ESL teachers’ perceptions of hybrid learning at university level. Therefore, the purpose of this pilot study is to analyse the teachers’ self-assessment of TPACK (Technological, Pedagogical and Content Knowledge) as an important prerequisite of successful incorporation of computer technologies and I-tools into a curriculum, and consider advantages and disadvantages of hybrid learning in university teachers’ working environments. The analysis of quantitative and qualitative data has revealed that teachers have high content, pedagogical and pedagogical content knowledge whereas technological knowledge and technological content knowledge appear to be lower. The latter can be explained by the lack of information support and relevant digital classroom equipment in their educational institutions as it was indicated in the list of disadvantages. At the same time, the teachers’ responses have shown that advantages (a student-centred approach, an easy access to learning materials and assessment criteria, a wide range of online tools to learn English) outnumber the disadvantages. In general, the ESL teachers’ perceptions of hybrid learning are positive. However, they need to improve their technological knowledge and technological content knowledge. Also, better-equipped classrooms could create more favourable learning environments. Positive changes in these spheres could lead to the more effective implementation of hybrid learning in teaching English at university level.