Student need analysis of problem-based learning model with blended learning in EFL academic reading
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Academic reading, Blended learning, English as a foreign language, Model, Need analysis, Problem-based learning, Reading.

How to Cite

Ismail, H. ., & Edi. (2023). Student need analysis of problem-based learning model with blended learning in EFL academic reading. International Journal of English Language and Literature Studies, 12(1), 1–16.


This research aimed to provide a detailed description and identify the students’ need to develop an English as Foreign Language (EFL) academic reading learning model using the problem-based learning (PBL) approach and blended learning (BL). The study employed a survey research method and was conducted at the English education study program of Universitas Muhammadaiyah Mataram and Universitas Pendidikan Mandalika. The participants comprised 116 students, who responded to a questionnaire of 77 items representing 11 variables of the study. The results show that participants required reasonable learning goals and topics in EFL academic reading and exercises, from comprehension to evaluation. An individual or group assessment was performed at the end of each topic. Syntaxes of the model started with a review of the previous topic and ended with reflection and evaluation. Blended Learning (BL) was applied for the reinforcement of learning, while the learning system was undertaken by making students a learning subject, not a learning object. This system was rejected by the service process disregard to the background. The support system was however suitable to student needs. This study implies that student learning was influenced by their problem-solving skills, and the companion was influenced by communication, collaboration, creativity, leadership, and team management skills as well as attitude to accept others’ opinions.
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