Student Engagement in Hybrid Task-Based Language Teaching in EFL Writing Class

College teachers are seeking innovative learning environment and teaching technologies to encourage better performance for their students. Hybrid task-based language teaching is a combination between traditional learning and online learning in terms of giving tasks which consists of pre-task, during-task, and post-task cycles. This study aims at describing how college students engage in hybrid task-based language teaching and revealing their perceptions of its implementation in EFL writing class. Twenty six undergraduate students majoring English program are employed as research participants. The instruments used were open-response questionnaires and in-depth interviews in the writing course. Data were taken from student responses of questionnaires and interviews. The data were processed through descriptive qualitative analysis, namely categorizing student writing of open-response questionnaires, transcribing interviews results, analyzing the encoded data, and drawing conclusions. The results of the study show that students are more engaged in hybrid classes assisted with a Google Classroom tool. Hybrid learning increases students’ task completions and their learning motivation. However, task complexity and submission deadline hinder hybrid learning processes. Student-student and instructor-student communication through both face-to-face and online learning are correlated with higher student engagement.