Exploring Students' Perceptions in Hybrid Vocational English Task-Based Language Teaching in Indonesia Higher Education

Abstract

The transition from online to hybrid instruction has been implemented in recent years in response to vocational institution policy in the higher education context of Indonesia in order to implement student engagement in the wake of the COVID-19 outbreak. To address this issue, the authors sought to develop vocational English materials that incorporated hybrid instruction into a task-based approach that encourages independent student learning. The authors investigated and analyzed the responses of students learning vocational English to support our teaching and learning quality as a result of the implementation of the hybrid system. With an emphasis on vocational English tasks, it is hoped that this study will make a practical contribution to the teaching practice in Indonesian higher education during the transition from online to hybrid instructions.