Evaluation of a foreign languages school hybrid program in Turkey through Stake's responsive evaluation model: A mixed methods study

Through the emergence of innovation and new technologies, approach to educational system has evolved. As an alternative to traditional ways of education; hybrid method has been implemented due to its specific characteristics. With the emerge of COVID-19, the whole world had to adopt fully-online courses overnight. Following the weakening of the pandemic, there has been a transition process back to traditional face-to-face education. In that transition period, many institution adopted hybrid delivery mode as it holds both online and face-to-face components. This study was carried out with a group of students, instructors, and administrators at a state university school of foreign languages. The aim of the study is to evaluate this department's hybrid program through Stake's Responsive Evaluation Model. In this study with mixed method design, quantitative data was obtained through a questionnaire with dimensions related to certain components of hybrid education and qualitative data was obtained through open ended questions, narrative frames, use of metaphors, and drawings. 261 students and 22 instructors contributed to the quantitative data while 69 students and 8 instructors went on with the qualitative part in addition to 3 administrators. It was revealed that %26.81 of student participants (n=70) and %40.9 of instructor participants (n=9) preferred having hybrid education while %73.19 of student participants (n=191) and %59.1 of instructor participants (n=13) preferred going back to face-to-face education. Participants' views were investigated as positive, negative,and neutral, then suggestions were made in order to improve the current hybrid educational program of the foreign languages school.