Pedagogical Functions of Hybrid English in Online Academic Interactions

Abstract

This study examined the pedagogical functions of Hybrid English in online academic interactions between an English teacher and Grade 9 learners. A descriptive research design was employed, using discourse analysis of 201 online classroom conversations and messages collected through Google Meet and Messenger during Academic Year 2025–2026. Participants were one female English teacher and 44 female Grade 9 learners from a private secondary school in the Negros Island Region. Seven forms of Hybrid English were identified: Clause-Level Code-Switching, Sentence-Level Code-Switching, Hybrid Verb Formation, Lexical Borrowing, Academic Lexical Borrowing, Technology Lexical Borrowing, and Discourse Marker Switching. The forms and pedagogical functions were identified and systematized using a Coding Manual developed by the researcher and validated by three experts. Analysis revealed 145 Hybrid English cases, with the most common being Hybrid Verb Formation and Academic Lexical Borrowing. Five pedagogical functions were identified: (1) comprehension facilitation, (2) meaning negotiation, (3) peer scaffolding, (4) cognitive elaboration, and (5) engagement and participation. The three most frequent functions were Comprehension Facilitation, Meaning Negotiation and Engagement and Participation, with 25 occurrences each. The teacher produced 111 (76.55%) Hybrid English and learners produced 34 (23.45%) Hybrid English. The findings indicate that Hybrid English was a flexible linguistic resource for explaining concepts, clarifying meaning, supporting interaction, encouraging participation and elaborating ideas in the online academic setting. The study concludes that Hybrid English may be a purposeful instructional and communicative resource when integrated appropriately with the development of formal academic English.