HyFlex Learning and its Perceived Effects on Grammar Acquisition among Language Education Majors
Keywords:
grammar acquisition; hybrid-flexible instruction; HyFlex learning; language education; multimodal educationAbstract
The growing adoption of Hybrid-Flexible (HyFlex) learning—a course design model in which students choose, each session, whether to attend face-to-face, synchronously online, or asynchronously—in Philippine higher education raises urgent questions about its impact on grammar acquisition among Language Education majors. In provincial state universities where technology infrastructure is limited, the model’s equivalency principle remains uncertain. No prior study has examined student-reported HyFlex grammar learning experiences among Language Education majors in this context. This descriptive quantitative study investigated the perceived effects of HyFlex learning on grammar acquisition among 112 second-year Bachelor of Secondary Education (BSED) Language Education students—enrolled in English and Filipino programs—at Nueva Ecija University of Science and Technology (NEUST) Sumacab Campus during the 2024–2025 academic year. Using purposive total-population sampling, the researcher constructed a validated four-point forced-choice Likert scale survey which was distributed via Google Forms. Data were analyzed using weighted means, standard deviations, composite means, and Mann–Whitney U tests comparing English and Filipino majors across ten dimensions in two categories: HyFlex effectiveness (accessibility, connectivity, and emotional response) and perceived effects on grammar acquisition (academic performance, cognitive presence, speaking skills development, emotional presence, productivity, time management, and learning capability). Results indicate that respondents generally perceived HyFlex as accessible and moderately supportive of grammar learning. However, connectivity remained the most critical barrier, with a composite mean indicating disagreement with adequate internet access. Mann–Whitney U tests revealed significant differences between English and Filipino majors in emotional response and speaking skills development, while all other dimensions were not significantly different. Despite infrastructure challenges, however, respondents perceived HyFlex as generally effective in supporting grammar acquisition. These findings indicate that perceived HyFlex effectiveness depends on infrastructure readiness, instructional design quality, and learner self-regulation capacity.
https://doi.org/10.26803/ijlter.25.6.21
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