In this article, we briefly offer the main characteristics of a hybrid design for Face-to-Face (FtF) and online German courses in the degree of Translation and Interpreting that combines the textbook with activities moderated with technology. We particularly focus on the activities designed for practicing oral production at level A2.2., where we have included self-evaluation as a component in such a way that each activity is linked to a questionnaire of a reflective nature that enables the teacher to offer feedback on the activity carried out. FtF and online students have been sharing the same classroom and interacting with each other. Students' perception of the classroom design is positive according to the results of the submitted questionnaire. They highly value the structure of the Moodle classroom, the design of the tasks and the possibility to interact with students of the other modality, respectively. However, the analysis of the self-evaluations of oral activities shows unequal awareness of the potential significance of multimodality as well as a low conscious use of interactional strategies. [For full proceedings, see ED564162.]