This study investigates the practicality and instructional value of the Hybrid-Flexible (HyFlex) learning model in secondary English as a Foreign Language (EFL) education. Over a three-month period, 512 students from Grades 8 and 9 participated in English lessons delivered through either face-to-face or synchronous online formats based on individual preference. Using a mixed-methods research design, data were collected through speaking performance assessments and a speaking anxiety questionnaire administered before and after the intervention. The results reveal a notable improvement in oral fluency, with an average increase of 18%, alongside a statistically significant decrease in speaking anxiety. These findings suggest that HyFlex instruction supports communicative competence development by promoting learner autonomy and reducing affective barriers. The study concludes that HyFlex represents a viable and sustainable instructional model for secondary EFL contexts.

Hybrid-Flexible learning (HyFlex), secondary education, EFL

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