EMPLOYING HYBRID AND INNOVATIVE METHODS FOR TEACHING ENGLISH LITERATURE TO FIRST-GENERATION NON-NATIVE ENGLISH LANGUAGE LEARNERS (NNELLS)

The goal of this study is to investigate the impact of incorporating and implementing blended and innovative teaching methods on first-generation NNELLs' comprehension and enthusiastic involvement in English literature classrooms. NNELLs confront a number of hurdles during their learning process, including language and culture, making typical teaching approaches ineffective in meeting the learners' needs. The current study employed a qualitative research methodology to evaluate the efficacy of the blended learning strategy in enhancing the educational experience in a classroom setting by mixing traditional teaching techniques with information and communication technology. This quantitative research study examines the benefits and drawbacks of incorporating these unique approaches into the teaching process through interviews with educational professionals, focus group sessions with students, and careful observations. The study found that hybrid educational methods increased students' involvement and understanding of the subject matter. Contextual factors such as teacher education, available resources, and business cultures influence the findings. The study emphasizes the importance of targeted and dynamic educator training to improve the implementation of these tactics. According to the findings, blended learning and other instructional approaches have the potential to significantly improve NNELLs' learning results in English literature. However, the efficiency of these strategies is dependent on a tailored and situational approach that takes into account the learners' needs in the learning environment. This report makes recommendations to educators, policymakers, and institutions about how to improve the use of these approaches. Furthermore, it identifies prospective areas of future research to investigate their impact on NNELLs' academic performance and interests.