ENHANCING THE METHODOLOGY OF TEACHING STUDENTS’ PEDAGOGICAL INTERACTION IN ENGLISH THROUGH A HYBRID APPROACH
https://doi.org/10.5281/zenodo.17540255
Kalit so‘zlar
hybrid learning, pedagogical interaction, teacher training, English as a foreign language, classroom discourseAnnotasiya
The ability to manage pedagogical interaction in English is an essential component of teacher training in higher education. This paper explores how a hybrid (blended) learning model can enhance the methodology of teaching such interaction. Drawing upon discourse studies, pragmatics, and blended learning research, it argues that hybrid formats provide students with authentic opportunities to practice interactional skills, receive peer and teacher feedback, and reflect on their performance. The proposed approach integrates face-to-face microteaching with online discussion, video-based reflection, and peer assessment. Findings from recent studies suggest that hybrid learning improves interactional competence, pragmatic awareness, and learner autonomy, while challenges remain in areas such as digital access and teacher preparedness.
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