THE ROLE OF HYBRID LEARNING IN DEVELOPING FUTURE FOREIGN LANGUAGES TEACHERS’ PROFESSIONAL COMPETENCE

Abstract

This article examines hybrid learning, a teaching method that develops the professionalism of future foreign language teachers. Hybrid learning combines offline and online learning and is relevant to modern education, as its implementation enhances teaching skills. The purpose of this study was to identify the characteristics of hybrid learning and student perceptions of it. To explore this topic in detail, a survey was conducted on Google Forms, with 112 students from pedagogical universities in Shymkent participating. The survey consisted of two sections: perceptions of hybrid learning and self-assessment of professional competence. The internal consistency of the scales showed high results (α=0.744–0.814), indicating a positive attitude toward hybrid learning. According to the results of the correlation analysis, there is an acceptable positive relationship between these variables (r=0.450, p<0.001). In turn, the regression analysis conducted during the study indicates that perceptions of hybrid learning play a significant role in the professional development of future teachers. Meanwhile, analysis of variance (ANOVA) reveals no significant difference in professionalism between junior and senior students. This suggests that hybrid learning is a universal teaching method suitable for all years of study. It is concluded that the better students’ attitudes toward hybrid learning, the better their professional development. Other factors should also be considered: teaching practice, accompanied by theoretical knowledge, and the educational environment. The practical significance of this study is reflected in the improvement of curricula through the implementation of hybrid technologies. Keywords: Hybrid learning, hybrid learning perception, professional competence, pre-service teachers, blended learning, teacher professional development, digital learning.