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.
