Hybrid learning in EFL classes: attitudes, reasons, and implementation of the Indonesian millennial professors and Zen students

The EFL professors and Zen students experienced dynamic learning during the pandemic. Thus, new scenarios in the new normal are required. This study investigates (1) what EFL millennial English professors (MEPs) and EFL Zen students (EZSs)' attitude to hybrid learning (HL), (2) why MEPs and EZSs need HL, and (3) how the MEPs and EZSs will implement the HL in New Normal. It is a survey study using a questionnaire that resulted in ordinal and content data. 174 MEPs and EZSs from diverse universities in Indonesia participated. The data were taken through online Google Forms and were analyzed descriptively based on critical success factors and criteria content analysis. The result shows that MEPs and EZSs responded positively (51.15%), neutrally (31.61%), and negatively (17.24%) to HL in EFL classrooms. The respondents think that HL is inevitable and challenging. The ratio online and offline is on-off (75:25), on-off (50:50), and on-off (25:75). The sequence of HL covers first-half all online, first-half all offline, in turn, online and offline, and in turn: offline and online. Most MEPs and EZSs (56.8 %) believe that HL is promising. The study carried out the proportional scenarios for HL; thus, MEPs and EZSs should be well prepared.

Tracking the critical variables of the previous studies, we map the focus to explore in the current study as described in the five years' key variables such as perception, experience, effectiveness, student, and innovation.Anabel and Simanjutak (2022) reported narrative research of non-English students in college that focused on the students' experience with HL using WhatsApp, Google Forms, and Zoom, how lecturers enhance their students, and the possibility of HL influencing their speaking fluency.Criollo et al. (2022) also reported a systematic review of methodologies focused on combining traditional methodologies and mobile devices to enhance the students in TESL of Latin America.Xiaodong (2022) reported an experimental study that focused on a "hybrid online and offline English-speaking teaching method based on modern educational technology" in China (p. 1).Yuan (2022) reported an experiment study of a Region-based convolutional neural network (R-CNN)-based artificial neural network (ANN) that focuses on improving the performance of English hybrid-assisted teaching and comparing the performance of the proposed system with known nearest neighbor (KNN), random forest optimization (RFO), and Xboosting in China.Sunardi and Lutfi (2022) also reported their survey study that focuses on 203 students' experience in learning English with HL and their perception of how HL influences their learning of English in Indonesia.Dodiya Journal on English as a Foreign Language,13(2), 706-738 p-ISSN 2088706-738 p-ISSN -1657;;e-ISSN 2502-6615 (2021) reported his discussion paper on BL in ELT by reviewing the literature, yielding conceptual arguments for researchers and teaching practitioners.Further, Doghonadze et al. (2021) reported a quantitative descriptive study of Georgian and Italian EFL students that focused on the student's view on the experience of face-to-face and HL.The study yields practical recommendations for effective planning during and after COVID-19 ends.Finally, Utami et al. (2020) reported designed-based e-learning using Schoology in BL for listening courses.All these synthesized articles reveal different variables from the current study of millennial English professors (MEPs) and EFL Zen students (EZSs) with 172 samples under survey study with open and closed questions.The current study shows novelty in the variables, participants, broader coverage of courses, and technical implementation and HL in the course and English department curriculum.
Furthermore, soon after the pandemic ended, some universities (i.e., Muhfahroyin & Sujarwanta, 2023;Turmudi & Ratini, 2022) reported facing dilemmatic scenarios to facilitate learning in the new normal.Turmudi and Ratini (2022) reported some changes in the students' variables related to learning."The Journal on English as a Foreign Language, 13(2), 706-738 p-ISSN 2088-1657;e-ISSN 2502-6615 students do not indicate appropriate Zen generations in performing technology, an exhibition of attitude, independent learning, and particular learning outcomes" (Turmudi & Ratini, 2022, p. 27).Further, Muhfahroyin and Sujarwanta (2023) reported that respondents claimed OL as filling out attendance lists and uploading assignments during the pandemic.The study highlights that students wanted to study online although the pandemic has ended.Thus, the problems above propelled the current investigation to scheme appropriate teaching scenarios, e.g., BL or HL.Therefore, the current study also investigates the attitudes expressed by professors and students, the reasons for HL implementation, and the implementation of HL in the new normal.Considering evidence and theories, the current study seeks to find empirical evidence for science.Therefore, we set research questions to lead the output data; (1) What are the millennial English professors' (MEPs) and EFL Zen Students' (EZSs) attitudes to hybrid learning (HL) in the new normal?(2) Why do both MEPs and EZSs need HL in the new normal?
(3) How do both MEPs and EZSs implement HL in the new normal?

Blended learning (BL) versus hybrid learning (HL)
The concept of blended learning (BL) had its origins in the 1960s when new options for technology-mediated education became available to complement conventional approaches to face-to-face teaching (Caird & Roy, 2019) in higher education (Jumani & Malik, 2015) and other contexts (Hockly, 2018).There are several synonyms for BL and hybrid learning (HL).Thus, we refer to the current research of HL to the following references as BL: HL, technology-enhanced learning (TEL), technology-mediated learning (TML), and mixed-mode learning (MML) (Caird & Roy, 2019;Hockly, 2018;Hockly & Dudeney, 2018).Nevertheless, the different names have variant consequences in the actual classroom.Therefore, we refer to the current study as HL with its unique characteristics that differ from BL, TEL, TML, and MML (Raymundo et al., 2019).Henceforth, we define BL as the design of learning experiences that draw on "face-to-face, distance, or online delivery methods, learning technologies, delivery multimedia, and pedagogical methodologies to achieve a mix of learning outcomes in educational or training contexts" (Caird & Roy, 2019, p. 2).The BL designs support sustainable development, including the social, economic, and environmental dimensions of sustainability, and protect global Journal on English as a Foreign Language, 13(2), 706-738 p-ISSN 2088-1657;e-ISSN 2502-6615 environmental resources to meet the needs of the present and future generations (Caird & Roy, 2019).Henceforth, we refer to the defined concept of Hybrid Learning in ELT of EFL.

Hybrid learning in ELT of EFL
Theoretically, HL has some variables to explain.Firstly, it is visible to explain the characteristics of HL.Some experts proposed that HL has characteristics such as online and offline learning, instructor involvement, independent learning, peer interaction, support for learners, and digital assessment (Hockly, 2015(Hockly, , 2018;;Hockly & Dudeney, 2018).These characteristics imply procedures when teaching.Secondly, scholars also argue why HL needs convention.In other words, HL stakeholders need a conventional, which is inevitable in New Normal, and HL needs TPACK, as Koehler et al. (2013) reported.Henceforth, it highlighted the importance of HL in the new normal.Third, HL consists of IoT shifting from IR.4 to IR5.0.The IoT embodies websites and applications; thus, it needs an internet connection (Priyono et al., 2015;Turmudi, 2020a).Fourth, HL requires the 4C skills: creative, critical thinking, communication, and collaboration.HL has multifaceted learning, receptive, and productive skills (Joynes et al., 2019).For example, some studies employed BL for speaking (Criollo-C et al., 2022), writing (Fithriani & Alharbi, 2021), reading, and listening (Utami et al., 2020).Finally, the HL users are the new generation of professors: MEPs (Berkup, 2014) and the new generation of students (Törőcsik et al., 2014).
The arguments empower teachers to carry out HL as a combination of offline learning.In short, these variables are complex and support each other when implementing HL.However, we direct the exploration of HL to provide evidence of HL in EFL class.

Millennial English professors (MEPs) and EFL Zen students (EZSs)
Shifting from the theories of HL above, we intend to clarify MEPs and EZSs, ELT, and EFL.Further, we need to explain the attitudes, reasons, and prescriptions of both MEPs and EZS in the actual ELT class of EFL.MEPs are lecturers of English in the English Department.The word " millennial' is rooted in the taxonomy of generation (Anderson & Dron, 2011;Madara et al., 2018) generation (Turmudi & Ratini, 2022).So, the whole concept constitutes ELT in the context of EFL, where the MEPs promote HL to EZSs to lessen academic stress (Mucshini & Siswandari, 2020).The EZSs theoretically have unique characteristics such as being financially focused, entrepreneurial, technologyalerted, socializing, competitive, welcoming to changes, tolerant, independent, being heard, and an inherited millennial generation.These characteristics should be reflected in voicing their concern during the new normal.
The forms of HL can be synchronous versus asynchronous.The focus is to promote receptive skills (Alsamadani, 2017) versus productive skills (Nguyen & Pham, 2021).However, With HL, teachers need to spot a portion of synchronous versus asynchronous.The teachers need to set the HL with web-based or application-based platforms.The media needed can be Zoom, G-Meet, WebEx, and other educational technologies (Keshavarz & Ghoneim, 2021;Kupchyk & Litvinchuk, 2021).Additional applications like Whiteboard, Jamboard, and Microsoft Whiteboard are recommended.Teachers must arrange a precise order, such as synchronous-asynchronous, asynchronous-synchronous, and mixed models.Thus, the MEPs' responsibility should be clear.More importantly, there must be a scenario of EZSs' responsibility in the HL milieu to make HL a learning solution (Nashir & Laili, 2021).

Design
The study employed a survey with mixed data: quantitative focused on closed answers, and qualitative focused on honest answers (Tomlinson & Masuhara, 2013;Turmudi & Ratini, 2022).The research design selection regards the study's depth level, where the quantitative data would reveal the numerous aspects, attitudes, and responses toward the HL.Meanwhile, the qualitative data collection focuses on confirming vocational students in the questionnaires, especially providing specific online and offline courses.The focus was exploring self-reported data from MEPs and EZSs.The main focus is HL in the new normal.How both professors and students think of HL in the new normal, why both professors and students need HL in the new normal, and how they will implement HL in EFL classes during the new normal.

Participants
The participants were English professors and ELT students from semesters 3-4 to 5-6 in Sumatra, Jawa, Borneo, and East and West Nusa Tenggara, Indonesia.They answered the questionnaire in Google Forms under ethical clearance.Their real identities are reserved as part of ethical clearance as pseudonyms (Otair & Abd Aziz, 2017).The participants represented multiple statuses: students and professors, gender, state and private universities, and demographics (n=174).All the participants were under ethical clearance and formally requested under the supervision of their lecturer.The description of the respondents is shown in Table 1.

Instrument
We employed a questionnaire as a primary instrument with mixed data types: ordinal for quantitative data and content for qualitative data.This questionnaire consists of the MEPs and EZS's attitude to HL, the ratio between online and offline learning, and the courses served in online and offline learning.We validated this instrument by requesting five EZS participants and two MEPs to test the validity and reliability.The result showed that this instrument was normally distributed and visible.The empirical validity of the questionnaire relied on the previous studies with instrument blueprints (Dörnyei, 2014).While theoretically, this instrument was based on scholars' books (Dörnyei & Taguchi, 2010;Saris & Callhofer, 2014).The pattern of questions is closed-ended questions and open-ended questions, i.e., both close-ended and open-ended for MEPs and EZS's attitude to HL, close-ended for the ratio between online and offline learning, and open-ended for the courses served in online and offline learning.

Data collection
The data collection took three months, and 174 accessible participants responded.We took several steps to collect the wished data.First, we shared the Google Forms questionnaire (Sari et al., 2020) through a group of ELT doctoral alumni who had returned to their home-based universities through the WA group.These ELT doctoral alumni are voluntarily invited to complete the online questionnaire and consent to participate in the study.Second, they were also requested to share with their colleagues from English Departments to which they were affiliated.They filled out the online questionnaire, and then they were also contacted.Third, they were officially requested to share the questionnaire with their EZSs by emailing a request letter.Finally, the EZSs filled out the online questionnaire, and the consent was integrated into the beginning part of the questionnaire.Their answers were stored in Google Drive and thus visible to researchers.All responses meet the valid data criteria; thus, there is no data reduction.

Data analysis
Since the data types consisted of ordinal and content data, we analyzed using quantitative data and qualitative data differently.First, both datasets are in Bahasa Indonesia, so we translated them into English.Two proofreaders proofread the translated and original responses to ensure the accuracy of the translation.Second, the ordinal data were analyzed by calculating the total responses from the questionnaire.The accumulation was presented in percentages based on their frequency.Third, the content data were analyzed using thematic data by coding and sorting the data based on specific categories using positive, neutral, and negative based on the tendency of the respondents' answers on the questionnaire (Ridder et al., 2014); meanwhile, for the reasons, the researcher analyzes the draw the theme based on the trends of the respondents' answers on the questionnaire.Fourth, we analyzed the data based on the critical success factors (CSFs) applied in the prior study (Muhfahroyin & Sujarwanta, 2023) by integrating the result of qualitative data analysis to support the quantitative data and employed criteria content analysis (CCA).The CCA process covers data display, condensation, and conclusion (drawing and verifying).

Findings
The current study seeks three focuses: (1) the attitude of the EFL millennial English professors (MEPs) and EFL Zen students (EZSs) to hybrid learning (HL) in the new normal, (2) why both MEP and EZS need HL in new normal, and (3) how both MEP and EZS will implement HL in new normal.The MEPs' and EZSs' attitudes to HL are in the new topical content result.The dataset is mixed in both quantitative and qualitative evidence.The quantitative evidence is in ordinal numbers, as described in the graphics.

The first finding: MEPs and EZS's attitudes to HL
Identifying MEPs and EZSs' attitudes to HL is the central issue in the current study.This identification led the study to investigate MEPs and EZSs' agreement level toward applying HL in EFL Classes.The total responses are in ordinal data; thus, Figure 1 presents the findings.respondents viewed it positively at a moderate level (from 6 to 7).12.1% chose a neutral level (at 5).In contrast, only 8% view it negatively.Thus, HL is needed.

Figure 1 Graphics of agreement level toward HL in EFL classes
It also conveyed several written responses toward MEPs and EZSs' attitudes toward HL implementation (Table 3).It unraveled the five most common attitudes shown by the respondents, including lessening stress, win-win solution, sharing responsibility, and independent learning, referred to as positive attitudes, and technology adaptation, referred to as negative attitudes.The data in Table 3 shows the different functions of each category.Most MEPs and EZSs perceived HL as lessening stress.It vividly implies that the online learning they experienced during the pandemic confused them.They also addressed HL as sharing responsibility, technological adaption, and win-win solutions in the new normal.They also emphasize the chance of independent learning since they do anything without physical processes but product-oriented tasks.Finally, other perceptions share several stakeholders' responsibilities and indicate what to solve post-pandemic.

The second finding: why MEP and EZS need HL in the new normal
MEPs and EZSs also revealed their reasons in the qualitative dataset.Their reasons are categorized into three thematic points: negative, neutral, and positive sentiment, as described in Table 4. Table 4 shows that more than half of the respondents (51.15%) agreed on having positive reasons for applying HL in the new normal.Meanwhile, less than 20% of the respondents provided negative reasoning.Thus, the positive sentiment still dominates HL as a solution, although neutral and negative are accumulated.Further, the MEPs and EZSs revealed three types of sentiments chunked into complex topics described in Tables 5, 6, and 7.

Table 5
The negative sentiment toward HL Table 5 shows the typical negative reasons for implementing HL in EFL classrooms.From the responses, health risks (26.67%) become the MEPs' and EZSs' concerns in declining the HL implementation.Meanwhile, students' confusion (16.67%) becomes the second.Health risk still shadows their mind, although COVID-19 has been declared ended.Last, they address HL as needing clarification due to many factors, such as technology, cost, and responsibility.
Following the negative sentiment is the neutral sentiment (Table 6).It is greater than the negative sentiment.However, the accumulation is less than positive sentiment.Table 6 shows the typical neutral reasons for implementing HL in EFL classrooms.From the responses, the MEPs and EZSs admitted that they apply HL in the classroom due to following regulations (20.83%).Ensuring service quality (16.67%) became the second neutral reason.It means that MEPs and EZSs consider HL as part of the following regulation instead of against regulation.Interestingly, they also spot assuring quality services as the wished condition in HL.If the quality of service is guaranteed, HL is acceptable to implement.
Compared to negative and neutral sentiments, the positive sentiment sweeps the most robust evidence, as in Table 7.It can be seen from the positive sentiments that almost half of the MEPs and EZSs mentioned having better learning acquisition due to HL implementation (40.45%).Boredom reduction becomes the second positive opinion regarding the HL implementation in EFL classrooms (10.11%).MEPs and EZSs believe that better learning acquisition is gained mainly by HL in the EFL context.Among the positive sentimentality, BR plays a role in making HL a solution.In brief, the positive sentiment diverges the imbalance of quality to HL.

Division of HL: for all courses or some courses (n-174)
To support the supporting sentiment to HL, MEPs, and EZSs also specify the detailed statement of HL as described in Table 8.Table 8 highlights the MEPs and EZSs' views on courses in HL.The majority (75%) agreed that HL needs to be implemented on some courses only, while others demanded it on all courses (25%).As a higher number occurs on some courses, the study further identified which courses should be implemented online and offline.
The additional descriptive data are summarized in Table 9.The agreement is split into two parts: online courses and offline courses.All data are clustered in three themes: multiple courses, non-English, and English courses.Table 9 reveals the trend of online courses.Of 126 respondents, more than 70% demanded English courses for their online classes.Meanwhile, non-English courses are demanded by less than 20%, and multiple courses are less than 10%.It means they prefer HL for ECs, while NECs and MCs are minor despite being included.It implies their concern is mainly to ECs as all other courses, NECs, and MCs, are supplementary but essential.
Based on the survey, it was found that the distribution of MCs selected by MEPs and EZSs to be implemented as online meetings (see Appendix 1).From the selection of the courses, most MEPs and EZSs emphasized having online classes on content courses, covering a theoretical basis in the classroom, not a practical one.These courses mostly require the students to read and conduct discussions during the teaching and learning process.It means productive skills dominate their concern compared to other receptive skills and cognitive knowledge.We concluded that the online course category was segmented in detail across different domains: cognitive, affective, and psychomotoric.
Furthermore, the online NECs share many supporting courses with the English department called the "basic common course."The online NECs cover various lectures from different backgrounds that are less related to English.They include education, i.e., Educational Administration, Educational Profession, and Micro Teaching.Religion, i.e., Al-Islam and Kemuhammadiyahan, Akhlak Tasawuf, and Business, i.e., Entrepreneurship, Marketing, and Public Relations.Based on the survey, most MEPs and EZSs tend to have Al-Islam dan Kemuhammadiyahan and Micro Teaching conducted online (see Appendix 2).They persistently accommodate NECs through online learning in HL.It implies that those additional courses are best online, and combining them is unnecessary.
Otherwise, ECs are divided into two focuses: skill-based English courses (SBEC) and non-skill-based English courses (NBECs).SBECs relate to the English language and focus on enhancing students' language skills, i.e., speaking, reading, writing, and listening.For skill-based English courses, reading and intensive listening has the highest number of respondents among the other single courses, with 15.39% (see Appendix 3).However, if it is seen based on its skill category, writing skill-based courses are highly demanded, totaling 30.77%.Conversely, most % of these MEPs and EZSs also tend to select the productive skill-based course to be in online learning, i.e., writing and speaking, with 56.41%.
Unlike SBECs, NBECs are courses that relate to the English language and focus on enhancing students' language theoretical basis.From the survey, the Sociolinguistics and English for the specific purposes gained more responses from the MEPs and EZSs, with 5 for each.Meanwhile, others receive 4, 3, 2, and 1, respectively (see Appendix 4).It clearly shows an almost average distribution among courses.It implies their perception and understanding of knowledge and skills are still biased.
Apart from online courses, offline courses are clustered into three categories, i.e., multiple courses, non-English, and English, as shown in Table 10.

Table 10
The offline course category (n-120) Table 10 reveals the trend of offline courses.Similar to online courses, ECs also gain the highest number of responses (60.77%), while NECs are demanded 30.77%, and MCs are 8.46%.The finding confirms that ECs are highly demanded online and offline.It implies stakeholders split logical decisions when designing a portion of courses for HL classes.
The distribution of MCs selected by MEPs and EZSs to be implemented as offline meetings has been unraveled (see Appendix 5).Unlike the online course selection, in offline course selection, most MEPs and EZSs emphasized having offline classes on practical courses and even on all courses.
Meanwhile, the offline NECs cover various lectures from different backgrounds less related to the English language, including education (i.e., introduction to education, method, and technique, and research method), religion (i.e., Al-Islam dan Kemuhammadiyahan, Akhlak Tasawuf, and Ulumul Hadits), and Business (i.e., Entrepreneurship).According to the survey result, most MEPs and EZSs tend to have material development conducted online (30%) (see Appendix 6), and the rest of the table indicates complex choices of offline non-English courses.It means that they share views, enabling stakeholders to make creative variations.
Otherwise, ECs are divided into two focuses: SBEC and NBEC.Several language SBECs are selected for offline classes (see Appendix 7).Speaking course has the highest number (24.24%).Based on its skill category, speaking skill courses also gain more responses (36.36%).Furthermore, productive skill also gets higher demand in offline class (63.63%), i.e., speaking and writing.It indicates a mix of productive skills and receptive skills despite differences in the quantity of demand.It also means that their washback of the pandemic influenced the current voice of course selection.
Meanwhile, for NBECs, sociolinguistics and morphology gain the higher responses, which is 13.04% for each (see Appendix 8).This table indicates the complexities of the course design distribution in HL.However, it shows various choices for both MEPs and EZSs.Their agreement is part of the process.

The third finding: technical and procedure of how both MEPs and EZSs implement HL in the new normal
MEPs and EZSs revealed how they apply HL concerning the portion, assuming there are sixteen total meetings.The ratio between online (ON) and offline (OFF) are chunked into three scenarios: on: off (75:25) with n-60=34.7%,on: off (50:50) with n-78=45.1%, and on: off (25:75) with n-35=20.2%.The composition of the HL ratio for online and offline classes is shown in Figure 2.
The pie chart in Figure 2 shows that 45.1% (red) are more online versus offline, with a ratio of 50:50.The second model (blue) takes 34.7% more online and offline, with a ratio of 75:25.The last chart shows 20.2% (green) more online versus offline, with the ratio of 25:75.It indicates that the HL could be implemented in various scenarios.However, both MEPs and EZSs agree to have a balanced situation.

Figure 2 Composition of HL ratio for online and offline class How MEPs and EZSs plot the schema of HL in the new normal
The MEPs and EZSs clarified the sequence of HL in the actual class with four scenarios.They are first-half all online (n-32/18.4%),first-half all offline (n-126/9%), in turn: online and offline(n-101/58%), in turn: offline and online (n-29/16.7%).The composition of the HL order is shown in Figure 3.The pie chart in Figure 3 describes different portions of learning models.The first row is 58% to use online and offline with alteration (a week with online and another week with offline repeatedly).The second row is that 18.4% use the first half online portion (8 weeks online and another eight weeks offline).The third row is 16.7% to use online and offline with alteration (a week with offline and another week with online).The rest row is 6.9% to use offline (8 weeks offline and another eight weeks online).It means that they prefer to learn a combination, such as the first meeting being online and the second meeting being offline.It applies to all designed courses in the scenario of 16 meetings in total.It also indicates that most of them sweep online offline (in turn) every week.It is a unique model since online is placed in the first meeting.In conclusion, the scenario is fair, and both MEPs and EZSs can meet their professors for eight meetings and offline meetings.

How MEPs and EZSs believe the implementation of HL (n-174)
After responding to their attitude and scenario, MEPs and EZSs release their optimism level, as described in Figure 4.

Figure 4
The level of optimism in applying HL Figure 4 shows that the level of optimism exceeds half, from rating 6 with 4.6% to rating 10 with 5.7%.The total positive conviction is 80.4% (from rating 6 to rating 10).It means that their confidence is segmented, but the positive optimism sweeps the majority, and thus, HL is practical and futuristic after the pandemic.In addition, they reveal various qualities of optimistic levels so that the interpretation covers exceptionally negative and positive (1-10 scale).It also indicates that they experienced complex situations during a pandemic; thus, each scale fills the voice.

Discussion
The current study seeks the three research questions, presenting the findings accordingly.The novelty shades the department and course scenario to make it easy to design the curriculum and its implementation as a thriving course implementation with HL.All evidence implies that the decision makers plan, work, and evaluate HL based on research outcomes since the data are obtained from both important stakeholders: MEPs and EZSs.

What MEPs and EZS attitudes
First, what are the MEPs and EZSs attitudes to HL in the new normal?The study reveals that four to five MEPs and EZSs respond positively to HL; thus, HL is needed.Prior studies split the level of positive responses into different qualities.Scholars claimed that HL is positive and promising (Siddique & Hussain, 2022) in the context of Pakistani EFL classes.Other scholars claimed various, stating that HL is positive but challenging (Juharni et al., 2022) in the context of Indonesian teachers.HL is fine, but the users may have various concerns.Further scholars claimed that HL is challenging and positive for EFL classes (Ibrahim & Ismail, 2021).However, the study traced ESL teachers and took a reflection study.What are the thematic remains unclear.As for other scholars, HL is claimed to be beneficial but takes time (Rachman et al., 2021).They fragmented the benefit of teachers with challenging for teachers in preparing the material and using the media (93%) while students with improving their language skills (77%) perception responses.Scholars claimed similar findings as positive experiences and benefit the Indonesian students and lecturers (Fithriani & Alharbi, 2021), although the context is HL in writing.Finally, the other positive responses from different participants are also revealed (Pardede, 2012;Simbolon, 2021;Utami et al., 2020).It implies that the current study provides more detail and complete options beyond perception.
Interestingly, one finding claimed that HL could feasibly reduce the stress of the Digital Native Generation (Mucshini & Siswandari, 2020).Thus, the current study contributes to the positive claim of HL with various thematic points.Some theories suggest this evidence, so there is no reason to neglect HL in ELT of EFL context to promote TPACK (Koehler et al., 2013).It is concluded that HL is positively promising and can be a compelling learning scenario in the new normal (Nashir & Laili, 2021).

Why MEPs and EZSs need HL
Second, the study explores why MEP and EZS need HL in the new normal.The study highlighted the diverse sentiments or reasons for HL into three thematic points: negative, neutral, and positive, as seen in Table 4.The negative sentiment, for example (see Table 5), includes health risks (26%), cost problems (10%), and students' confusion (5%).Prior studies report positive findings as learners have a positive outlook on BL in ESL classes in Pakistan (Siddique & Hussain, 2022) and as positive but challenging (Juharni et al., 2022).Further prior studies report negative sentiment as "challenges" (Fithriani & Alharbi, 2021;Huong, 2019;Ibrahim & Ismail, 2021).It means that the negative reasons can be positive as the term changes.For example, Huong (2019) reported challenges as students needing more knowledge and skills for self-study and bad practice experience using IT tools for online English courses.In contrast, Fithriani and Alharbi (2021) claimed challenges as further investigation and let it studied by other researchers.
Other scholars, such as Rachman et al. (2021), claimed HL is challenging for teachers in preparing the material and using the media (93% perception responses).Lastly, Ibrahim and Ismail (2021) claimed that HL is challenging regarding workload and technological infrastructure.The current study reveals the neutral sentiment (see Table 6) as following regulation, assuring the quality of service and dynamic challenges, and generation characteristics.This evidence is not found in the previous research; thus, they are a novelty.Lastly, the positive sentiment (see Table 7) covers better learning acquisition, boredom reduction (10%), and learning preference.Unfortunately, the prior studies categorize positive sentiment or reason as "benefitting" (Ghareb & Mohammed, 2019a; Nashir & Laili, 2021;Sutisna & Vonti, 2020).This evidence is incredibly different from prior studies in many forms of evidence and coverage of the findings (Anabel & Simanjuntak, 2022;Mucshini & Siswandari, 2020;Siddique & Hussain, 2022;Sunardi & Lutfi, 2022;Talis et al., 2018;Xiaodong, 2022).The whole sentiment of HL or BL needs to be more general and precise in degree.Thus, it is concluded that the positive reason makes HL essential to apply in ELT of EFL context.

How MEPs and EZSs implement HL
The third research question seeks how MEP and EZS implement HL in the new normal.The study recommends course coverage and course scenarios in the actual classes.Further, the findings reveal a conceptual map and a strategy to apply HL over a semester-long period.Prior studies, however, found to have no evidence.For example, the current study presents a technical procedure for both MEPs and EZSs to implement HL in the new normal.For example (see figure 3), the study spots the ratio between online and offline with three scenarios: on: off (75:25) with n-60=34.7%,on: off (50:50) with n-78=45.1%, and on: off (25:75) with n-35=20.2%.Prior studies did not report this evidence (Banat, 2020;Çepik et al., 2016a;Criollo-C et al., 2022;Doghonadze et al., 2021;Haddad, 2013;Huong, 2019;Sunardi & Lutfi, 2022;Xiaodong, 2022).Most of the study focused on variables with the course under the schema of HL or BL.The current study reveals genuine novelty since no evidence exists in the 5-7 years of prior studies.Hence, we conclude that the online and offline HL ratio provides options and thus depends on the stakeholders' agreement.
The study also presents how MEPs and EZSs plot the schema of HL in the new normal (see Figure 4), the study four ratio scenario.The first composition is 58% to use online and offline with alteration or in turn (a week with online and another with offline repeatedly).This model is not found at all in the prior studies (Çepik et al., 2016a;Dodiya, 2021;Doghonadze et al., 2021;Haddad, 2013;Huong, 2019;Siddique & Hussain, 2022;Xiaodong, 2022).It is concluded that the model can be applied for future practice in ELT of EFL.The second composition is that 18.4 % use a first-half online portion (8 weeks long online and another eight weeks offline).Similar to the first composition, this finding covers the curriculum and course strategy.More importantly, the previous study reported no evidence at all (Çepik et al., 2016a;Criollo-C et al., 2022;Dodiya, 2021;Doghonadze et al., 2021;Haddad, 2013;Huong, 2019;Siddique & Hussain, 2022;Xiaodong, 2022).Hence, we believe the finding can be adopted as a course scenario; thus, this is a good novelty.The third composition is 16.7% to use offline and online with alteration (a week with offline and another week with online).Enriching the prior composition, this model is also new evidence compared to prior studies (Criollo-C et al., 2022;Doghonadze et al., 2021;Sunardi & Lutfi, 2022;Utami et al., 2020;Xiaodong, 2022;Yuan, 2022).Therefore, we conclude that the findings provide a more applicable scenario.The last composition is 6.9% to use offline (8 weeks offline and another eight weeks online).This model can be applied in the context of fewer facilities and schools.Compared to prior studies, we found no evidence precisely 5-7 years back (Anabel & Simanjuntak, 2022;Doghonadze et al., 2021;Sunardi & Lutfi, 2022;Utami et al., 2020;Xiaodong, 2022;Yuan, 2022).It is also concluded that the model is applicable in ELT of EFL class.

How MEPs and EZSs believe in implementing HL in actual class
Finally, the study presents How MEPs and EZSs believe in implementing HL.Beyond this study, the findings oversee future possibilities (see Figure 4).The study reveals that HL is highly applicable in the future ELT of EFL.The evidence is also not found in the prior studies.However, the positive attitude to HL is found clearly in the context of a specific course (Anabel & Simanjuntak, 2022;Bukhari & Basaffar, 2019;Criollo-C et al., 2022;Dodiya, 2021;Ghareb & Mohammed, 2019b;Huong, 2019;Nayman & Bavlı, 2022;Pardede, 2012;Xiaodong, 2022).Hence, we believe that the evidence in this section is novel and visible for the future practice of ELT in EFL scenarios.

Conclusion
The current study seeks (1) what attitude the MEPs and EZSs have toward HL in the new normal, (2) why both MEPs and EZSs need HL in the new normal, and (3) how both MEPs and EZSs will implement HL in new normal.MEPs and EZSs respond with highly positive sentiments to the scenario of HL in ELT of EFL class in the new normal.First, both MEPs and EZSs admit HL is inevitable to apply in the new normal despite the level of agreement.Further, the reasons why both MEPs and EZSs need HL learning cover multiple aspects.The highest responses are lessening stress, technological adaptation, and sharing responsibilities.The majority of the respondents demanded that HL be implemented in language courses.Last, most MEPs and EZSs agree to implement HL in ELT of EFL with various ratios.
The study contributes to the schema and procedure of HL in ELT or EFL in Indonesia.It implies various schemes and scenarios of HL in the whole curriculum of the English Department and beyond how each course is implemented in actual classes.Firstly, it implies that the education institution, i.e., the English department, provides various time divisions, innovative course priority, considering the productive skill and cognitive skills, and segmenting English core courses and non-English core courses.Secondly, this study implies that MEPs welcome the growing demand and learning scenarios with TPACK mastery since the EZSs reveal complex scenarios of the department and course itself.Finally, the HL may significantly impact the EZSs' learning outcomes since all aspects are subject to change.In short, the study implies that all stakeholders must decide the formulation of HL in ELT of EFL considering MEPs, EZS, technological advancement, learning outcomes, and market competition.The MEPs inevitably need to upgrade their TPACK since the EZSs keep growing in the flooded technology development and the new invention of technology in education.
The study also implies theoretical contribution.The prior evidence mainly provides segmental HL in different courses and research variables.The current study has enriched not only practical scenarios but also attitudes, arguments, and a divisible model of HL; this goes beyond the objectives such as priority of courses English versus non-English, productive versus cognitive skills, ratio of online and offline, and sequence of online and offline in a semester-long.Overall, the study shades complex choices to maximize the learning process of EZSs and the workload of MEPs in the new normal.
However, this study is limited to some issues, and thus, future studies are suggested.The study is a survey study with one instrument.Future studies should welcome mixed methods.The instrument is a questionnaire with closed and open questions.Future studies may employ more instruments, such as indepth interviews online, than structured interviews and electronic observation.Both parametric and non-parametric statistics can be applied accordingly.The study employed limited MEPs, and thus, future studies should employ more MEPs to make the data more valid and reliable considering the state and private English Department.The non-English course may only apply to some countries since they are Indonesian university models.Future studies may include overseas respondents with the same respondents MEPs and EZSs.

Figure 1
Figure1shows that 56.8 % of MEPs and EZSs respond to HL highly positively, as most respondents selected the 8 to 10 levels.Meanwhile, 23% of the Figure 3Composition of HL order

Table 2
Instrument blueprint

Table 3
Thematic pinpoints of

Table 6
Neutral sentiment to HL

Table 7
Positive sentiment to HL

Table 8
Statement on courses in HL