English as a Foreign Language (EFL) Students’ Engagement, Reading Habits, and Learning Outcomes: A Comparative Study of Extensive and Intensive Reading
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Abstract
This study explores English as a Foreign Language (EFL) students’ engagement, reading habits, and language development in extensive reading (ER) and intensive reading (IR) classrooms at an Indonesian Islamic university. Using a mixed-methods approach, quantitative data were collected from 143 students via a structured questionnaire, while qualitative insights were obtained through semi-structured interviews. The findings indicate that ER fosters higher engagement (M = 4.03, SD = 0.40) and stronger reading habits (M = 4.31, SD = 0.65) compared to IR, which, despite its benefits in comprehension (M = 3.87, SD = 0.35), showed lower engagement levels (M = 3.31, SD = 0.99). Students reported that ER’s flexibility and autonomy increased their motivation, while IR’s structured approach supported deep textual analysis but often felt cognitively demanding. These findings suggest that integrating ER’s engaging, student-centred approach with IR’s analytical rigour could enhance reading instruction in EFL settings. The study contributes to existing literature by highlighting the need for a blended reading strategy that balances fluency development and comprehension skills. Pedagogically, it underscores the importance of interactive and student-driven activities in IR to sustain motivation. Future research should explore digital tools and adaptive strategies to optimise reading engagement and skill acquisition in diverse educational contexts.
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