Ensuring Hybrid Pedagogical Continuity in Moroccan Secondary Education Schools amidst the Pandemic: Impacts on EFL Students’ Academic Performances

Digital transformation has influenced various sectors including education. Digitalized instruction of English as a foreign language has recently been accelerated due to the Covid-19 pandemic. The challenge was to ensure the institutional need for distant pedagogical continuity. The aim of the current research is not to authenticate theories on online or hybrid learning. The aim of the study is dual. Firstly, it seeks to verify if there are any variances in impacts on the students’ achievements in a face-to-face-taught group, online-taught group, and hybrid-taught group at schools belonging to Beni-Mellal-Khenifra, Casablanca-Settat, and Rabat-Sale-Kenitra Regional Academies for Education and Training. Secondly, it aims to delineate the differences in EFL language learning among the three groups vis-à-vis two language components and two language skills. A quantitative methodological approach was adopted to compare online, face-to-face, and hybrid 45 learners’ test performances. The data were statistically analyzed via SPSS 26. The variables age, gender, residential location, Internet accessibility, digital device, and learning outcomes are gauged. Core findings showed that guaranteeing online and/or hybrid EFL instruction in secondary education schools cannot be productive at least currently and can thus be of value for language course suppliers who crave to apply flexible content delivery.