Abstract
This study investigates whether hybrid instruction can positively affect the development of learners' knowledge of English grammar and editing skills, as well as whether learners have positive perceptions of the hybrid design. The study was conducted in two sections of an English grammar and editing skills class. One section was designed as a hybrid course while the other was a traditional face-to-face (f2f) class. To determine the effectiveness of hybrid instruction, a quasi-experimental design with a pre- and posttest was used. To investigate learner perceptions of the hybrid design, learners were asked to complete a questionnaire and participate in a focus group. The results indicate that after the treatment there were negligible differences between the two groups in terms of their knowledge of English grammar and editing skills. The learners had positive perceptions of the hybrid design and offered some suggestions for improving course effectiveness.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
