Course evaluation is often overlooked in the curriculum design and development process. This research, viewed through a "pracademic" lens that combines practical and academic perspectives, analyzes the evaluations and suggestions of English-major students (n = 104) regarding an introductory academic research class within an English-medium hybrid teaching context. Using an online survey research model, the study gathered qualitative insights along with the predominance of quantitative data about various aspects of the course, the student roles, and the teacher over three academic years. The findings indicate that while the course was perceived as somewhat challenging, particularly for first-year students still acclimating to the principles of scientific knowledge, over half of the participants reported satisfaction with instruction quality. Key challenges were identified in understanding theoretical content, highlighting a need for increased practice and experiential learning opportunities. Recommendations include fostering student involvement in research communities and integrating applied research courses to enhance students' research skills and professional identities as future teachers. The study also highlights the importance of incorporating diverse instructional materials and the use of the students' mother tongue to improve comprehension. The results imply a necessity to align research training with students' future teaching roles to cultivate a positive attitude toward academic research as a vital component of their professional development.