Students’ lived experiences in learning English language in a hybrid learning modality: A phenomenology

Abstract

This study aimed to explore the lived experiences of students learning English in the hybrid learning modality. Employing a qualitative research method, specifically the Interpretative Phenomenological Analysis (IPA), the data were gathered from seven informants using a purposive sampling technique and an interview guide. The study identified themes branching into two facets: Perceptions of students toward English language learning in a hybrid learning modality and Challenges encountered by students learning English language in a hybrid learning modality. Perceptions manifested themes such as Enhanced Independent Learning and Welfare, Improved learning materials or/and information, draining impact of online class, and Overreliance on technology that affects the quality of learning experience. Meanwhile, Challenges emerged in themes like financial constraints, poor network speed, and the Instructor’s technological ineptitude as a barrier to effective English learning. The study suggests that a hybrid environment is advantageous, particularly during online sessions, emphasizing the importance of tailored guidelines for instructors in a hybrid setup to optimize the learning experience. It revealed that students encountered both complexities and successes within the hybrid modality, advocating for the conceptualization of a concept plan containing comprehensive plans and guides to proactively ensure an equitable and enriching language learning experience for students.