Exploring Perspectives on Student Engagement and Learning Outcomes in Online-Offline English Teaching: A Structured Assessment Using SuperHyperSoft and PSI Methods

Abstract

The integration of online and offline teaching modes in university English courses has 
redefined the way students engage with learning materials and interact with instructors. Blended 
learning environments provide flexibility and accessibility, allowing students to benefit from 
digital resources while maintaining essential face-to-face interactions. However, the effectiveness 
of such hybrid models depends on multiple factors, including student engagement, technological 
adaptability, and pedagogical strategies. This paper evaluates the impact of online-offline 
blended teaching modes on student engagement and learning outcomes, utilizing a structured 
multi-criteria decision-making (MCDM) approach. By assessing key criteria such as participation 
levels, content retention, and interaction quality, this study aims to provide insights into the most 
effective teaching methodologies for enhancing language acquisition and student performance in 
university English courses. Two MCDM methods are used in this study, such as Preference 
Selection Index (PSI) method to compute the criteria weights and the weighted sum method to 
rank the alternatives. These methods are used under the SuperHyperSoft Set to show different 
sub values of each criterion. 

DOI: 10.5281/zenodo.15127287