Tailoring Reading Courses to Student Needs: A Pathway to Effective Curriculum and Teaching Strategies

Background/purpose. While reading skills are important in EFL classrooms, EFL students in Indonesia encounter various challenges. Therefore, the present study aimed to provide insights related to the needs and perceptions of EFL students in reading courses. In addition, the study also explores how curriculum design and pedagogical practices can be improved by attending to students' needs and perceptions. This research seeks to provide evidence-based recommendations for developing more effective instructional strategies and curriculum frameworks that promote meaningful reading practice and engagement by investigating students' perspectives and learning needs.

Materials/methods. A mixed-method research design was used to collect quantitative and qualitative data through surveys and interviews. A total of 31 EFL students enrolled in a reading course participated and completed questionnaires and interviews. The questionnaire data was analyzed using descriptive statistics to determine percentages, followed by a description of the findings. Interview data was analyzed by checking the consistency of participants' responses.

Results. The results reveal that while EFL students strongly prefer interactive and engaging learning, their primary mode of learning remains passive. These findings underscore the critical need to align curriculum design and pedagogical strategies with students' active engagement preferences while transitioning from passive reception to participatory learning experiences.

Conclusion. This study highlights the gap between EFL students' preferred learning activities and actual classroom learning experiences. The findings emphasize the need for curriculum and pedagogy improvements that encourage a more interactive and student-centered learning environment.

Keywords: EFL students, learning needs, pedagogical practices, reading course, student perceptions

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