Assessing English Language Education Students’ Attitudes in Hybrid Learning Instructional Environments

¹ English Language Education Department, Faculty of Language Education, Universitas Muhammadiyah 55183 Yogyakarta, Indonesia
² English Education Department, Faculty of Teacher Training and Education, Mulawarman University, Samarinda, Kalimantan Timur, Indonesia
³ English Education Department, Faculty of Language Education, National University of Mongolia, Mongolia
⁴ The Applied College, King Abdulaziz University, Saudi Arabia

^* Corresponding author: suryanto@umy.ac.id

Abstract

This study investigates the perspectives of English Language Education Department (ELED) students at a private Islamic institution in Yogyakarta regarding hybrid learning environments post-COVID-19 pandemic. The research, which employs a quantitative survey methodology, examines six crucial dimensions of hybrid learning: learning flexibility, online learning, study management, technology, classroom learning, and online interaction. The data obtained from a sample of 84 students indicated a generally favorable disposition toward hybrid learning. The students’ emphasis on the importance of flexibility and the incorporation of technology underscores the urgent need for these adaptations. The findings also reveal notable gender disparities in technological expertise, with female students showing a greater inclination towards hybrid learning. The study highlights the importance of ongoing enhancements in online learning and study management to meet the different demands of students. The insights from this research provide valuable guidance for educators and policymakers to enhance hybrid learning models, ensuring a comprehensive and efficient educational experience.