Situated hybrid learning in ESP through fieldwork and digital reflection
DOI:
https://doi.org/10.55777/pg74jn15Keywords:
English for Specific Purposes, hybrid learning, fieldwork, digital reflectionAbstract
This article analyzes a situated hybrid learning experience in English for Specific Purposes (ESP) developed around the Camino Mendocino, a lesser-known pilgrimage route located in the Sierra Norte area of Madrid. The intervention combined classroom preparation, fieldwork, post-visit digital reflection and a broader learning sequence aimed at identifying tourism, heritage and communicative needs. The study examined students’ perceptions of the educational value of the experience, focusing on perceived learning, classroom–real-world connection, place connection, well-being, cooperation, organization, satisfaction and perceived contribution to professional English learning. An exploratory and descriptive case-study design was adopted. Data were collected through an adapted post-visit questionnaire completed by 65 university students who participated in the field trip. Closed-ended responses were analyzed descriptively, while open-ended responses were examined thematically and represented through a simplified Sankey diagram. The findings indicate a positive evaluation of the experience, particularly in relation to place connection, well-being, cooperation and the perceived link between academic learning and real-world observation.
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