Indonesian EFL Students’ Perceptions of Hybrid Learning in English Speaking Classes: A Qualitative Study

Syauqiyah Awaliyah Alfiani Nur; Nurdin Noni; Chairil Anwar  Korompot; Bustang; Sukmawati Yasim

doi:10.46918/seltics.v9i1.3375

Authors

Syauqiyah Awaliyah Alfiani Nur Sekolah Tinggi Ilmu Kesehatan YAPIKA Makassar, Indonesia
Nurdin Noni Universitas Negeri Makassar, Indonesia
Chairil Anwar Korompot Universitas Negeri Makassar, Indonesia
Bustang Sekolah Tinggi Ilmu Kesehatan YAPIKA Makassar, Indonesia
Sukmawati Yasim University of Limerick, Ireland

DOI:

https://doi.org/10.46918/seltics.v9i1.3375

Keywords:

English-Speaking Skill, Hybrid Learning, Students’ Perceptions, Higher Education

Abstract

This study aims to explore students’ perceptions of online-based hybrid learning in developing English speaking skills in higher education. Employing a qualitative research design, the study was conducted at the Faculty of Languages and Literature, Universitas Negeri Makassar, Indonesia. The participants consisted of 87 second-semester students enrolled in an Interactive Speaking course, with 20 students purposively selected for in-depth interviews based on their Grade Point Average (GPA). Data were collected through semi-structured interviews and analyzed using thematic analysis to identify recurring patterns. The findings reveal four key themes: motives, interests, experiences, and expectations. In terms of motives, students are driven by the flexibility, convenience, and cost-effectiveness of hybrid learning, which allows them to access materials anytime and manage their learning independently. Regarding interests, students show positive engagement with diverse learning activities, such as video projects, discussions, and multimedia-based tasks, which support their speaking practice. In terms of experiences, students report both benefits (increased technological proficiency and opportunities for self-paced learning) and challenges (unstable internet connections, reduced interaction, and distractions during online sessions). Concerning expectations, students hope for a more interactive learning environment, including meaningful feedback, and effective integration of synchronous and asynchronous learning. In conclusion, online-based hybrid learning offers flexibility and supports independent speaking practice, but its effectiveness depends on balancing interaction, motivation, and technological support. Practically, educators should provide structured, interactive hybrid settings with meaningful speaking tasks and ongoing feedback. Theoretically, this study will be useful for educators to apply online-based hybrid learning in the teaching and learning.

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