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The hybrid class format has been adopted during the COVID-19 pandemic and has a high possibility of becoming established as a teaching format from here onwards. However, it can be said that learners and teachers perceive it more negatively. Ishizuka (2021) also failed to confirm any clear advantages, and did not point out any notable advantages other than an "increase in class format options”. Hybrid classes are a burden on teachers and involve several problems, such as the teachers’ tendency to avoid them. Therefore, in this study, literature survey, questionnaires and interview research were conducted in order to verify the following three issues: ① While hybrid classes are spreading, do they really provide no advantages? ② Is there an educational effect unique to hybrid classes that goes beyond face-to-face and Zoom-only classes? ③ If there are any demerits, how can they be turned into advantages? As a result, although the advantages of the environment for taking classes were confirmed, the advantages of hybrid learning itself in terms of class quality could not be confirmed. Despite trying various approaches to explore the unique advantages of hybrid classes that go beyond face-to-face and Zoom-only classes, a clear answer could not be obtained. It is likely that hybrid classes will remain in the future, but it is necessary to continue exploring the ongoing issue of whether hybrid classes have unique educational effects or not. This time, the focus was on research in Japan, but in the future, it will be necessary to survey research on hybrid classes outside Japan and consider them comprehensively.