English Language Teaching Strategies in Hybrid Environments: Integrating Technology and Face-to-Face Instruction

This study investigates the strategies employed in English Language Teaching (ELT) within hybrid learning environments in Ecuadorian public high schools, focusing on the integration of technology and face-to-face instruction. Using a qualitative multiple case study design, data were collected from five high schools across different provinces, involving 110 students and five English teachers. Classroom observations, teacher interviews, and student questionnaires were used to gather insights into instructional practices, student engagement, and the challenges of hybrid learning. The results reveal that hybrid instruction, when supported by adequate infrastructure and teacher training, fosters student engagement and facilitates access to authentic learning materials. However, significant challenges such as limited connectivity, lack of digital devices, and uneven teacher preparedness hinder consistent implementation. Students reported higher academic performance and motivation during face-to-face sessions, while online instruction proved beneficial for developing autonomy and digital literacy. The findings underscore the importance of context-sensitive strategies, teacher professional development, and equitable access to technology in optimizing hybrid ELT practices. This study offers practical implications for curriculum planning and policy development to enhance English language education in blended formats across Ecuadorian public schools.