Teachers’ experiences in English instruction in hybrid learning environments compared to traditional in-person teaching

Abstract

The objective of this research was to analyze teachers' experiences in English language instruction through B-learning and in-person modalities. The study was based on a qualitative approach with a narrative design and cross-sectional scope, allowing for an in-depth exploration of the perceptions and experiences of ten teachers with expertise in both modalities. The data collection technique used was a structured interview, validated by experts, with questions focused on methodology, pedagogical models, evaluations, and tutoring. The results showed that in the B-learning modality, skills such as reading, listening, and writing were prioritized, supported by digital platforms that offered a degree of flexibility. However, limitations were identified in student interaction and the effectiveness of tutoring sessions. In contrast, the in-person modality emphasized a more comprehensive approach, highlighting oral production and more fluid student interaction, which led to better overall learning outcomes. Although both modalities offer benefits, it was concluded that in-person teaching was more effective due to direct teacher guidance and clear communication of tasks. As a recommendation, it was suggested to strengthen interaction and support in B-learning through synchronous tutoring and adapted pedagogical strategies. The novelty of this study lies in the direct comparison between both modalities from the teachers’ perspective, providing insights to improve the implementation of hybrid models in English language instruction.