THE COMPARATIVE ANALYSIS OF FACE-TO-FACE, ONLINE, AND BLENDED LEARNING IN ENGLISH LANGUAGE TEACHING

Recent developments in digital pedagogy have accelerated the diversification of instructional modes in English Language Teaching (ELT). As educational institutions increasingly alternate between face-to-face (F2F), online, and blended instruction, understanding the comparative effectiveness of these modalities has become essential. This study presents a mixed-methods analysis conducted across two participant groups: 76 first-year university students majoring in English Philology and 58 pupils from grades 6–7 in a public secondary school. The research investigates linguistic progress, learner engagement, classroom interaction patterns, and teacher feedback mechanisms across the three modalities over a 12-week instructional cycle. Quantitative data include pre- and post-tests, weekly vocabulary quizzes, writing assessments, and digital activity logs, while qualitative data derive from classroom observations, learner diaries, and teacher interviews.