Interaction plays an essential role in teaching and learning, whether in face-to-face, online, or blended-hybrid settings (Anderson, 2003; Smith & Kurthen, 2007). While hybrid learning has gained in popularity since the COVID emergency, the discourse nature of hybrid classrooms remains less explored. Current literature mainly focuses on the discourse analysis of hybrid interactions in higher education. However, there is limited research in the context of synchronous hybrid instruction for young English language learners (Lin et al., 2017).
Wang, C., & Luo, Y. (2021). Analysis of interactions in a synchronous hybrid English class. Language Teaching, 1-5. doi:10.1017/S026144482100029X