Exploring Perceptions of the Case-Based Learning Model for Enhancing Extensive Reading Skills in a Hybrid Learning Environment
Year: 2025
Type: article
Study design: Observational Study
Abstract: Extensive reading is a pedagogical approach that emphasizes reading for pleasure, allowing learners to choose texts that align with their interests and target language proficiency. However, two significant challenges hinder its effectiveness: the complexity of texts, which often limits comprehension, and vocabulary constraints, which impede students’ engagement with reading materials. This study explores students’ perceptions of integrating case-based learning within a hybrid learning framework to enhance extensive reading instruction in an English as a Foreign Language (EFL) context. Data were gathered through a structured questionnaire encompassing 10 dimensions and 50 statements. The research was conducted in the English Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram, Indonesia, involving 88 English Education students enrolled in an extensive reading course. The findings reveal that students generally held favourable perceptions of case-based hybrid learning, particularly regarding 10 critical dimensions: conceptual understanding of case-based learning, extensive reading skill development, interaction and collaboration, learner engagement, hybrid learning effectiveness, problem-solving through case studies, real-life applicability, challenges in hybrid learning, satisfaction with the instructional model, and recommendations for improvement. Overall, case-based hybrid learning was found to foster engagement, enhance comprehension, and develop students’ problem-solving abilities in EFL extensive reading instruction.
Source: Forum for Linguistic Studies
Authors: Hijril Ismail, Suranto, Lukman, Arif Rahman, Ilham, Etika Ariyani, Asbah
Institutions: University of Muhammadiyah Mataram, Universitas Darma Persada
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410145844