This study explored the teaching strategies used by Oral Communication skills teachers in the hybrid learning environment. Data was gathered through semi-structured interviews and analyzed using thematic analysis to investigate the benefits and challenges of this modality. Key findings revealed that hybrid learning fostered collaborative and interactive speaking activities, technology-enhanced learning, creative and contextual tasks, real-world communication practice, and enhanced student engagement and motivation. Teachers adapted strategies for asynchronous settings, utilizing technology-driven communication tools and real-world, personalized tasks to promote student motivation, autonomy, reflective learning, and effective assessment and feedback. The study concludes that hybrid learning offers a flexible and dynamic educational environment, but its success depends on strategic implementation and continuous adaptation to address the diverse needs of students and teachers.
oral communication, hybrid learning, face-to-face instruction, asynchronous learning, teaching strategies
Raul T. Ubando, Jr. Senior High School Teacher, University of Baguio. Email: raulubando@e.ubaguio.edu
No potential conflict of interest was reported by the author(s).
This work was not supported by any funding.
This study was conducted in accordance with the ethical guidelines set by the University of Baguio. The conduct of this study has been approved and given relative clearance(s) by University of Baguio Research Ethics Committee.
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used Semantic Scholar and Iris.ai to find relevant related literature to support the study; Quillbot for paraphrasing ideas; and Scribbr for generating citations. The author takes full responsibility for ensuring proper review and editing of content generated using AI.
This research would not have been possible without the guidance, support, and encouragement of several individuals and institutions, to whom I am deeply grateful. First and foremost, I would like to express my sincere appreciation to Dr. Rhoda Tique, my adviser, for her continued support, invaluable insights, and unwavering patience throughout the entire research process. Her expertise and constructive feedback have been instrumental in refining my study and ensuring its academic rigor. I extend my gratitude to the ethics reviewers who meticulously evaluated my study, ensuring that it adhered to the highest ethical standards. Their thorough assessment and recommendations have helped uphold the integrity and credibility of this research. My heartfelt thanks also go to the tool validator, whose expertise in instrument validation ensured that my research tools were reliable and effective in gathering meaningful data. Their contribution has strengthened the foundation of my study’s methodology. I am deeply grateful to my respondents, the Oral Communication teachers of the University of Baguio High School, for their willingness to share their experiences and insights. Their participation and openness have provided valuable perspectives that shaped the findings of this research. To my family, thank you for your unconditional love, encouragement, and understanding. Your unwavering belief in me has been my greatest source of strength throughout this journey. Above all, I offer my deepest gratitude to the Almighty God, whose guidance, wisdom, and grace have sustained me throughout this academic pursuit. His blessings have given me the perseverance to overcome challenges and see this research to completion. To all who have contributed in ways both big and small, I extend my sincerest thanks. This study is a testament to your support and generosity.
Alda, R. C. (2024). Mobile-Assisted Language Learning (MALL) in senior high school English classes. World Journal of English Language, 13(6), 211–222. https://doi.org/10.5430/wjel.v13n6p211
Alshahrani, A., & Saud, W. (2024). The effectiveness of implementing task-based language teaching in Saudi secondary schools to improve students’ oral fluency. Journal of World Englishes and Educational Practices, 6(3), 76–91. https://doi.org/10.32996/jweep.2024.6.3.8
Almassri, M. A. H., & Zaharudin, R. (2023). Effectiveness of flipped classroom pedagogy in programming education: A meta-analysis. International Journal of Instruction, 16(2), 273–292. https://doi.org/10.29333/iji.2023.16216a
Brown, H. D., & Lee, H. (2020). Principles of language learning and teaching (7th ed.). Pearson Education.
Brown, H. D., & Lee, H. (2020). Teaching by Principles: An Interactive Approach to Language Pedagogy (5th ed.). Pearson Education.
Chafouk, A. (2022). Comparing the impact of synchronous and asynchronous online learning on student retention and satisfaction. European Journal of Education Studies, 11(11), 1–14. http://dx.doi.org/10.46827/ejes.v11i11.5605
Doan, N. B. (2022). Using role play to motivate high-school students in EFL speaking classes. European Journal of Foreign Language Teaching, 6(1), 1–20. https://doi.org/10.46827/ejfl.v6i1.5272
El Mortaji, L. (2022). Public speaking and online peer feedback in a blended learning EFL course environment: Students’ perceptions. English Language Teaching, 15(2), 31. https://doi.org/10.5539/elt.v15n2p31
Fayram, J., Boswood, N., Kan, Q., Motzo, A., & Proudfoot, A. (2018). Investigating the benefits of online peer mentoring for student confidence and motivation. International Journal of Mentoring and Coaching in Education, 7(4), 312–328. https://doi.org/10.1108/IJMCE-10-2017-0065
Fischer, I.D. & Yang, J.C. (2022). Flipping the flipped class: Using online collaboration to enhance EFL students’ oral learning skills. International Journal of Educational Technology in Higher Education, 19(1), 1–15. https://doi.org/10.1186/s41239-022-00320-2
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
Gesta, M. L., Lozano, L. L., & Patac, A. (2023). Teachers’ perceived barriers to technology integration during online learning. International Journal of Technology in Education and Science, 7(3), 415–430. https://doi.org/10.46328/ijtes.495
Hasnain, S., & Halder, S. (2021). Task-based language teaching approach for improving speaking fluency: Case study of trainee teachers in West Bengal. World Futures, 79(7-8), 747–775. https://doi.org/10.1080/02604027.2021.1996189
Isaacs, M.-A., Tondeur, J., Howard, S., Claro, M., & van Braak, J. (2024). Digital storytelling as a strategy for developing 21st-century skills: A systematic review of qualitative evidence. Technology, Pedagogy and Education, 33(5), 573–593. https://doi.org/10.1080/1475939X.2024.2343929
Jiang, M. Y.-C., Jong, M. S.-Y., Lau, W. W.-F., Chai, C.-S., & Wu, N. (2023). Exploring the effects of automatic speech recognition technology on oral accuracy and fluency in a flipped classroom. Journal of Computer Assisted Learning, 39(1), 125–140. https://doi.org/10.1111/jcal.12732
Lapitan, D. S., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012
Liu, Y., Wang, H., & Chen, J. (2024). Speech recognition sensors and artificial intelligence automatic evaluation application in English oral correction system. Measurement: Sensors, 32, 101070. https://doi.org/10.1016/j.measen.2024.101070
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
Mayasari, A. R., Abdurrachman, A., & Fitriati, S. W. (2021). The effectiveness of storytelling and role-play in teaching speaking for students with high and low motivation. English Education Journal, 11(2), 187–197. https://doi.org/10.15294/eej.v11i1.42907
Moncayo Mendoza, M. P., & Ramirez Avila, M. R. (2022). Self-assessment to improve speaking skills: A brief action research. Sapienza: International Journal of Interdisciplinary Studies, 3(4), 351–362. https://doi.org/10.51798/sijis.v3i6.492
Park, J. (2024). Students’ perceptions toward providing video-enhanced multimodal feedback on oral presentations. Computer Assisted Language Learning, 1–27. https://doi.org/10.1080/09588221.2024.2344546
Phetsut, P., & Waemusa, Z. (2022). Effectiveness of mobile assisted language learning (MALL)-based intervention on developing Thai EFL learners’ oral accuracy. International Journal of Technology in Education, 5(4), 571–585. https://doi.org/10.46328/ijte.271
Salang, M. V. V., Acuram, J. D., Ganados, A. C., Gulisao, J. E., Iquico, S. M., Jimenez, M. T. B. M., Sandigan, C. D., & Bolanio, I. C. (2023). Challenges encountered in blended learning in relation to oral communication skills among BSEd-English students. University of Bohol Multidisciplinary Research Journal, 11(1), 62–74. https://doi.org/10.15631/azans934
Shadiev, R., & Feng, Y. (2023). Using automated corrective feedback tools in language learning: A review study. Interactive Learning Environments, 32(6), 2538–2566. https://doi.org/10.1080/10494820.2022.2153145
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yang, J., Yin, C., & Wang, W. (2022). Flipping the flipped class: Using online collaboration to enhance EFL students’ oral learning skills. International Journal of Educational Technology in Higher Education, 19(1), 1–15. https://doi.org/10.1186/s41239-022-00320-2
Zakaria, W., Turmudi, T., & Pentang, J. T. (2022). Information and communication technology in elementary schools: A Comparison between hybrid and face-to-face learning systems. Profesi Pendidikan Dasar, 9(1), 46-54.
Zou, B., Li, J., & Jin, L. (2023). Supporting speaking practice by social network-based interaction in artificial intelligence (AI)-assisted language learning. Sustainability, 15(4), 2872. https://doi.org/10.3390/su15042872
Cite this article:
Ubando, R.T. (2025). Exploring teaching strategies of oral communication skills teachers in hybrid learning environment. International Journal of Educational Management and Development Studies, 6(2), 76-99. https://doi.org/10.53378/ijemds.353195
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
