Hybrid Learning in ESP Contexts

This study investigates how students and faculty evaluate hybrid learning in the context of English for Specific Purposes (ESP) instruction at a Moroccan liberal arts university equipped with advanced ICT and reliable connectivity. It examines whether such an environment supports hybrid learning as a sustainable instructional mode for ESP courses. A quantitative questionnaire was administered to 211 students at Al Akhawayn University, Ifrane, and email interviews were conducted with 13 faculty members. The data explored preferred delivery modes, reasons behind these preferences, devices used for distance education, factors influencing academic quality, and perceptions of Learning Management Systems (LMS). The findings revealed that most students favored synchronous face-to-face instruction over hybrid learning, citing interactivity and authenticity—key components of ESP pedagogy—as critical elements that hybrid formats failed to replicate. Faculty members similarly emphasized the importance of non-verbal communication and expressed concerns about potential disruptions in online and hybrid settings. In contrast, students evaluated LMS platforms positively, highlighting their user-friendliness and contributions to ICT skill development, which are beneficial for ESP learning outcomes. Overall, the results suggest that while hybrid learning offers valuable flexibility and technology integration, it is not considered a full substitute for face-to-face ESP instruction. These insights may guide the design of effective ESP instructional strategies and inform institutional policies for enhancing educational quality.