VietTESOL International Convention 2026

Hybrid learning has become increasingly common in English language education, yet many courses still treat online and in-person components as separate parts rather than as an integrated learning experience. This presentation reports on a practice-based case study of a hybrid English course designed for busy adult learners who needed greater control over when and where they studied while still being supported to take responsibility for their learning. The course was organized around a recurring learning cycle: online preparation and self-paced practice before class, in-person interaction and feedback during class, and follow-up tasks after class to consolidate learning. Data were drawn from learner feedback, task completion records, classroom observation, and teacher reflection notes collected during course implementation. The analysis focuses on three design concerns: how learning tasks were sequenced across online and in-person modes, how deadlines and teacher feedback helped sustain learner responsibility, and what challenges emerged when flexibility was expanded. The presentation argues that effective hybrid course design requires more than technological convenience; it requires careful alignment between flexibility, structure, and accountability. The session offers practical design principles for teachers seeking to build sustainable hybrid English courses for time-constrained learners in contexts moving from EFL toward ESL.