Enhancing Interdisciplinary English Learning: A Systematic Review of the HyFlex Model's Strategies, Challenges, and Implications

Guanzheng Chen

School of Foreign Languages, Guangzhou Xinhua University, Guangdong, China.

Ningyi Lai *

School of Foreign Languages, Guangzhou Xinhua University, Guangdong, China.

*Author to whom correspondence should be addressed.


Abstract

This systematic review offers a thorough analysis of the existing research on the utilization of the HyFlex (Hybrid-Flexible) learning model in interdisciplinary English courses. Drawing insights from 24 empirical studies published from 2008 to 2023, the review aims to showcase successful tactics for enhancing the HyFlex methodology while pinpointing notable deficiencies in its integration within the context of interdisciplinary English education. The review reveals promising strategies, such as leveraging peer interactions, utilizing authentic assessments, and implementing discipline-specific guidelines. However, it also uncovers critical gaps, including insufficient research on the model's effectiveness, a lack of frameworks for assessing higher-order skills, and challenges in facilitating meaningful discourse across modes. The review further highlights the need for more robust faculty training, consistent institutional support, and greater accessibility and inclusiveness for diverse student populations. To address these gaps, the review recommends the development of comprehensive assessment frameworks, investment in faculty training, integration of work-integrated learning, and implementation of blended synchronous approaches. By addressing these areas, the HyFlex model can be optimized to create more inclusive, flexible, and effective learning environments for students in interdisciplinary English courses. This review provides a solid foundation for understanding the current research landscape and identifies key areas for future development, offering valuable insights for educators, policymakers, and researchers seeking to enhance student engagement and learning outcomes.

Keywords: HyFlex model, interdisciplinary education, student engagement, assessment frameworks


How to Cite

Chen , G., & Lai, N. (2024). Enhancing Interdisciplinary English Learning: A Systematic Review of the HyFlex Model’s Strategies, Challenges, and Implications. Asian Journal of Education and Social Studies, 50(6), 1–10. https://doi.org/10.9734/ajess/2024/v50i61388

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