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Neumeier (2005) more broadly defines a hybrid learning environment as “a combination of face-to-face (FtF) and computer assisted learning” used in a single course delivery context (p. 164).

hybrid language learning courses are “only going to foster successful language learning if they are carefully designed on the basis of an analysis of the participants’ needs and abilities” (p. 176).

Learning English for Special Purposes requires a high degree of interaction with peers, teachers, and content. Effective interaction with content was built into the instructional design, however increased levels of communication with peers and teachers are essential and these can be achieved only through the Internet.

This was not a statistically controlled study: the subjects took a free test online and of their own accord. 

But Philip Hult, the boss of EF, says that his sample shows results similar to a more scientifically controlled but smaller study by the British Council.

Several factors correlate with English ability.  Wealthy countries do better overall. But smaller wealthy countries do better still: the larger the number of speakers of a country’s main language, the worse that country tends to be at English.

Perhaps the first consideration is the instructional purpose of the lesson, and how the technology will enhance that purpose or help students to achieve the goals and objectives of the lesson.

Technology, as mentioned earlier, has the power to increase student knowledge and skills in various content areas. Yet another consideration that must be taken into account when working with English learners is how the technology is increasing academic language knowledge and skills. It is critical, then, that teachers take into account not only the content goals and objectives for the lesson, but also the language goals and objectives as well as the linguistic demand of the tasks students will need to accomplish in the classroom.

English learners need additional instructional supports or scaffolds, including providing students with necessary background knowledge that other students may possess, using graphic organizers, pictures/visuals, demonstrations and realia, and providing redundant information and differentiated instruction based on students' language proficiency level. When researching various technology tools, it is critical that we investigate how the tool addresses these principles.