Integrating Digital and Hybrid Learning Models in Environmental Literature Education: Enhancing Speaking Skills Through Virtual Platforms in the Digital Era
DOI:
https://doi.org/10.17507/jltr.1605.26Keywords:
environmental literature, hybrid learning, language education, speaking, studentsAbstract
The post-pandemic educational paradigm shift has opened opportunities for technology integration in learning environmental literature. This study examines the effectiveness of a hybrid learning model that combines online and face-to-face learning in improving students' speaking skills, especially in environmental literature. Utilizing platforms such as Zoom and virtual discussion forums, students can speak critically about environmental issues through literary texts. This study aims to evaluate the direct effect of hybrid learning implementation on speaking skills by considering the role of learning motivation as a mediating variable. A quantitative approach was used with mediation regression analysis to examine the effect of hybrid learning on speaking skills through learning motivation. The results showed that hybrid learning significantly improved students' speaking skills, directly and indirectly, with learning motivation playing an important mediator role. The findings suggest that the hybrid learning approach improves speaking skills and deepens students' understanding of environmental issues. This is in line with global education goals. This research provides practical insights for lecturers to design learning strategies that are adaptive, interactive, and relevant to the needs of the digital generation. Future research should involve more educational institutions and explore the use of additional technological tools to support more effective learning.
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