“Hybrid Learning” English Virtual Classroom

Abstract

The objectives of this research are as follows: 1) to study the model of English language learning through a virtual online system, 2) to design English learning through a virtual online system, and 3) to provide guidelines for developing innovative English language learning through a virtual online platform. Documentary research looked at documents about hybrid learning and virtual English classrooms. Qualitative research included in-depth interviews with 16 participants and a focus group with 9 participants. And action research collected data from 50 students who took part in hybrid learning virtual English classrooms to compare activities before and after they were put into place.

The research findings are as follows:

1) The examining the model for virtual English language learning, it was found that effective virtual classrooms involve simultaneous engagement of teachers and students, emphasizing flexibility and content accessibility. The model encourages incorporating engaging instructional media and activities suited for screen-based learning, setting clear objectives for each lesson, and using flexible assessment methods. Additionally, it promotes accessible, participatory learning where students can review recorded lessons, engage in group activities, and interact in simulated virtual scenarios.

2) In designing virtual English language learning, teachers defined clear learning objectives to align lesson plans and activities with desired skills, considering students' backgrounds and needs. Teachers structured the curriculum sequentially from simple to complex, utilizing interactive activities to foster participation. The virtual English classroom design helps students practice skills in settings similar to real-life situations, focusing on engagement and interaction, with various language-learning methods, such as chats, video conferencing, and simulations.

3) The development of innovative virtual English learning: observations of the 50 participants before and after activities showed minimal differences. However, participants actively engaged in online activities and demonstrated interest in learning. The activities fostered knowledge acquisition, enhancing students' understanding and desire for more similar activities. The curriculum was adjusted based on student feedback and needs to include more engaging activities and create a pressure-free environment for learners.