Exploring Perspectives on Student Engagement and Learning Outcomes in Online-Offline English Teaching: A Structured Assessment Using SuperHyperSoft and PSI Methods

The integration of online and offline teaching modes in university English courses has redefined the way students engage with learning materials and interact with instructors. Blended learning environments provide flexibility and accessibility, allowing students to benefit from digital resources while maintaining essential face-to-face interactions. However, the effectiveness of such hybrid models depends on multiple factors, including student engagement, technological adaptability, and pedagogical strategies. This paper evaluates the impact of online-offline blended teaching modes on student engagement and learning outcomes, utilizing a structured multi-criteria decision-making (MCDM) approach. By assessing key criteria such as participation levels, content retention, and interaction quality, this study aims to provide insights into the most effective teaching methodologies for enhancing language acquisition and student performance in university English courses. Two MCDM methods are used in this study, such as Preference Selection Index (PSI) method to compute the criteria weights and the weighted sum method to rank the alternatives. These methods are used under the SuperHyperSoft Set to show different sub values of each criterion.