Evaluating the Perception of a Hybrid Modality in English as a Foreign Language (EFL) Collaborative Learning among Students

Resumen

This study investigates the perception of hybrid modality in English as a Foreign Language (EFL) collaborative learning among students at Universidad Estatal Península de Santa Elena (UPSE). The hybrid modality was adopted in 2022 to meet modern technological and global demands. The primary objective is to identify factors impacting EFL collaborative learning experiences and engagement levels within a hybrid modality. Specific objectives include identifying key components of hybrid modality, examining factors influencing engagement, and identifying patterns in collaborative learning experiences. This research employs a descriptive methodology with a cross-sectional survey design, aiming to describe students' current perceptions systematically. A census approach was used, involving 132 EFL students from the fifth to eighth semesters with proficiency levels B1 and B2 according to the Common European Framework of Reference (CEFR). Participants were selected based on their availability and willingness, representing a complete sample for this study. The findings indicate that hybrid modality positively impacts engagement, offering flexibility and enhancing understanding of English concepts through a balanced approach of online and face-to-face components. However, challenges such as maintaining motivation in online components were noted. The study concludes that hybrid learning offers significant benefits in EFL collaborative learning, addressing engagement issues through more interactive online activities. This research highlights the importance of tailored hybrid learning experiences to better meet EFL learners' needs and preferences for improved student engagement and learning outcomes in EFL education.