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BRIDGING THE PARTICIPATION GAP IN HYBRID EFL CONTEXTS: A CONCEPTUAL SYNTHESIS OF TPACK AND SOCIAL PRESENCE THEORY

BRIDGING THE PARTICIPATION GAP IN HYBRID EFL CONTEXTS: A CONCEPTUAL SYNTHESIS OF TPACK AND SOCIAL PRESENCE THEORY

Muh Kusni Mubarok

  •  Year : 2026
  •  Vol : 4
  •  Issue : 1
  •  Page : 62-72
The shift toward hybrid learning in university level EFL classrooms has introduced unique challenges, particularly regarding the engagement gap between physical and virtual environments. While face to face sessions tend to facilitate natural interaction, the online component often suffers from a participation challenge that limits students' opportunities for authentic language practice and critical thinking. This conceptual paper aims to identify factors contributing to this decline engagement, ranging from technical barriers and diminished motivation to the sense of psychological isolation students experience when separated from their peer. By synthesizing the TPACK framework and Social Presence Theory, this study proposes a more cohesive hybrid pedagogical approach. Th proposed model transcends basic digital literacy by advocating for the strategic use of interactive online methods, gamification elements to boost intrinsic drive, and Project Based Learning (PjBL) to foster collaborative inquiry. The discussions emphasize that bridging this engagement gap requires educators to be not only technically proficient but also pedagogically wise in creating inclusive digital spaces. Ultimately, this conceptual framework provides practical guidance for EFL practitioners to transform passive online presence into active and meaningful learning experiences.
Cite this Article As : Mubarok, M. K. (2026). Bridging the participation gap in hybrid efl contexts: A conceptual synthesis of tpack and social presence theory. Edutech Research, 4(1), 62-72. https://doi.org/10.69991/EduRes.2026.10

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BRIDGING THE PARTICIPATION GAP IN HYBRID EFL CONTEXTS: A CONCEPTUAL SYNTHESIS OF TPACK AND SOCIAL PRESENCE THEORY, Review Article,
, Vol. 4 (1)
Received : 22.03.2026, Accepted : 25.06.2026 , Published Online : 30.06.2026
Edutech Research
ISSN: ;
E-ISSN: 3023-6665 ;
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