TEACHER-LEARNER INTERACTIONS IN HYBRID EFL CLASSES: A COMPARATIVE ANALYSIS OF ONLINE AND HYBRID EDUCATION

Abstract

This research investigates the teacher-learner relationship in hybrid and online English as a Foreign Language (EFL) classes, comparing online and hybrid education. The study uses a qualitative method approach, using a rubric to evaluate the presence of positive and healthy relationships. Classroom observations and interviews with both instructors and learners provide insights into their experiences and opinions. The results shed light on the comparison of online and hybrid learning environments in terms of positive and healthy teacher-learner relationships. The study also provides understandings into the difficulties and benefits faced by instructors and students in hybrid and online settings. The findings have practical implications for both teachers and educational institutions, helping them understand and enhance the quality of the teacher-learner relationship in hybrid and online EFL instruction. The study aims to improve instructional practices and optimize the overall learning experience for learners in hybrid and online EFL classes by identifying effective strategies and behaviours that contribute to positive and healthy relationships.