This study conducts a linguistic exploration of English blended instruction in selected universities, emphasizing simplification, explicitation, and normalization. It seeks to answer critical questions on linguistic features of English blended instruction, their contribution, and insights from teachers employing these features. The study uses the framework of analysis of Carters Linguistic Features. Employing qualitative research, this study begins with a document analysis of the class sessions followed by interview sessions of the teacher participants based on the findings of the document analysis. Findings show that the said linguistic features were employed during the class sessions of the teacher-participants with explicitation, which was mainly used followed by simplification and then normalization. Findings further revealed emergent themes that help enhance English blended instruction: pedagogical effectiveness, collaborative learning environment, practical applicability, and teacher dedication and innovation. Insights from teacher-participants revealed emergent themes: language teaching and learning, adaptation and change, student engagement and perspectives, concerns and challenges, flexibility and creativity, and strategies and coping mechanisms, which are significant factors to an improved English blended instruction to facilitate the development of intervention programs. Integrating these linguistic features into the design and delivery of instruction poses immense potential for creating an equitable learning atmosphere in selected universities and beyond. To get a more holistic perspective, this studys longitudinal and cross-cultural approaches are highly encouraged.

Linguistic Analysis