Hybrid settings combine face-to-face training and online activities. The purpose of this study is to better understand unskilled learners’ personal work in a hybrid setting aimed at empowering students in so-called receptive activities (i.e. listening and reading comprehension). The students’ marksheet was analysed during at least two semesters as well as answers to a questionnaire allowing us to follow the performance of thirty-one unskilled L2 English learners. Our results indicate that eleven such learners – all young women – obtained a rewarding average half-yearly score, out of which five mentioned the setting to have been beneficial to them. Our results further indicate that four of them improved their score at the following biannual comprehension test, which is consistent with their personal impressions.