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writing practice and communication were conducted mainly through the computer not the mobile devices

students were in agreement that the blend of in-class, online and mobile delivery was an optimal solution for internationally trained immigrants learning English in a post-secondary context. They found the combination of 1) speaking taught primarily face-to-face, 2) listening taught on the mobile devices and 3) writing taught mainly online to be an effective approach.

the in-class component seemed to maintain the integrity of the hybrid course overall as it fostered a sense of community amongst the learners. As noted by participants, it was the design of the materials and the way in which they were presented, not the technology used, that impacted the effectiveness of the course the most.

The traditional classroom meetings though, were found most beneficial in promoting face-to-face interaction, ad-hoc speaking, pronunciation practice and the development of other communication competencies supported by visual cues.

the findings indicate that students’ progress was enabled by effective instructional design integrating goals and content relevant to the specific group of learners, together with the appropriate methods and media which enabled and enhanced interaction within the content.