Abstract :

This study is focused on hybrid college English course design to establish how adaptive alignment, interactive multimedia, and integrated assessment enhance overall learner engagement. Guided by the need to enhance cognitive, affective, and behavioral engagement in blended-mode learning environments, it examines teachers’ attitudes toward these elements of course design. The study’s emphasis, which sought to determine the best techniques for optimizing balanced engagement, was inspired by the preferred instructional design techniques of instructors in hybrid English courses. Through a synthesizing quantitative cross-sectional survey design, data were gathered from sixteen English instructors with high teaching experience through the administration of a validated Likert-scale survey with high-reliability coefficients (α ≥ .85). Correlation analysis and descriptive statistics shed light on the correlation between design factors and engagement factors. The findings revealed that surface alignment between face-to-face and web modules, multimedia richness, and integrated assessment without interruption substantially improved cognitive processing, affective engagement, and active participation. The results positively respond to the main problem of the study by ensuring that adaptive, aligned learning designs promote generalized interaction in blended environments. The research establishes that institutions ought to accord top priority to adaptive learning platforms and simultaneous multimedia materials to ensure stimulation and improve the performance of students.

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Keywords :

Adaptive platforms, Blended English instruction, Hybrid learning, Instructional design, Student Engagement

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