Hybrid Landscape: A Qualitative Inquiry into Filipino University Students’ Experiences of Blended Learning in English Academic Writing

Abstract

Blended learning, which integrates online and face-to-face instruction, has become a standard pedagogical model in higher education globally. This study investigates the perceptions and experiences of university students regarding a blended learning approach specifically applied to English for Academic Purposes (EAP), focusing on academic writing and presentation skills. Utilizing a qualitative framework, the research examines how students navigate the transition from traditional classrooms to a hybrid environment, evaluating their responses to course methods, workload, and the overall learning atmosphere. The findings indicate that students generally appreciate the flexibility and convenience afforded by blended learning, which allows for better individual time management and accessibility. However, the study also highlights significant challenges, including the need for high levels of self-regulation, motivation, and technical proficiency. While a vast majority of participants preferred the blended mode over traditional classroom settings, many emphasized the continued importance of face-to-face interaction for developing complex oral communication and social presence. These results suggest that while blended learning is a viable and effective model for EAP, successful implementation requires a purposeful balance between online tasks and onsite engagement to foster meaningful academic development.