This strategic review aims to ascertain if hybrid learning approaches effectively improve undergraduates' vocabulary in English as a Second Language (ESL) classes. It explores the ever-changing field of English as a Second Language (ESL) education, particularly emphasising how hybrid learning might be incorporated to improve undergraduate students' vocabulary skills. Given the growing ubiquity of technology in education, the study explores the efficacy of combining traditional in-person instruction with online platforms to maximise language learning outcomes. In the context of ESL education, the study covers current hybrid learning approaches, opportunities, and problems. It guides teachers and organisations looking to optimise vocabulary acquisition for undergraduate ESL students. In order to shed insight into the current paradigms that have moulded language education, the literature review section methodically analyses the benefits and drawbacks of standard ESL training. It compares this with the newly developing field of hybrid learning models, which include several types and meanings in the context of ESL. In order to lay the groundwork for the upcoming analysis, the paper also summarises earlier research that looked into the efficiency of hybrid learning in language acquisition. In order to better understand how hybrid learning can help undergraduates in ESL settings increase their vocabulary in English, the researchers looked over 23 publications. This strategic analysis concludes with a sophisticated assessment of the contribution of hybrid learning to undergraduates' increased vocabulary in English in an ESL classroom. This review provides educators, policymakers, and researchers with a thorough guide to optimising language acquisition strategies in the dynamic field of ESL education by navigating the spheres of traditional instruction, hybrid learning models, and technological infusion.