| ISSN: 2583-3812 | ISSN: 2583-3812JOURNAL ARTICLE
Keywords: Hybrid Learning, Content and Language Integrated Learning (CLIL), Language Proficiency, Educational Technology & Bilingual Education.
Abstract: In an era where education is increasingly defined by digital integration and flexibility, this study ventures into the intersection of two powerful pedagogical approaches- hybrid learning and Content and Language Integrated Learning (CLIL). The research examines how the fusion of these methods impacts the language proficiency of Class 8th students, providing a fresh perspective on modern educational strategies. Using a quasi-experimental design, the study assesses the language outcomes of students receiving hybrid CLIL instruction against those following traditional CLIL methods, focusing on key areas such as vocabulary, grammar, reading comprehension and writing skills. The findings reveal a significant edge for the hybrid CLIL group, whose language proficiency soared across all measured areas, outperforming their peers in traditional settings. The study underscores the value of a blended learning environment where digital tools and in-person instruction converge, creating an adaptive, learner-centered approach that enhances both content understanding and language development. By bridging the gap between physical classrooms and virtual resources, hybrid CLIL empowers students to navigate complex linguistic and cognitive tasks more effectively. This study not only redefines the potential of CLIL in contemporary education but also opens doors for future pedagogical innovations, suggesting that hybrid learning is not just an option but a necessity for cultivating 21st-century learners. The findings offer a roadmap for educators and policymakers seeking to embrace new teaching models that meet the evolving demands of education.
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