Computer Engineering Students’ Attitudes toward Hybrid Literature Circles and Their Perceived Role in English Reading Proficiency

Abstract

Students’ attitudes are often considered an important factor in promoting engagement and skill development in hybrid classrooms. However, evidence regarding technical students’ attitudes toward collaborative reading interventions remains limited. This study investigated Computer Engineering students’ attitudes toward Hybrid Literature Circles (HLC) and their role in English reading proficiency. This study employing a convergent mixed-methods design purposively recruited 58 first-semester students from an Indonesian private university. Data were collected through a reading proficiency test and an attitude questionnaire with open-ended questions to obtain qualitative data. Descriptive statistics and Mann-Whitney U test were applied to analyze quantitative data and thematic analysis was used for qualitative response interpretation. Findings revealed students’ positive attitudes, particularly regarding assigned roles (M = 5.09), affection (M = 5.07), and literary texts (M = 5.06). Nevertheless, these attitudes did not produce statistically significant improvements in reading proficiency (p > 0.05). Thematic analysis indicated perceived gains in reading skill development, motivation and active engagement, and overall perceived effectiveness. These results suggest that while HLC may support positive learning experiences and perceived reading benefits, such outcomes do not correspond to measurable differences in English reading proficiency. The study offers practical guidance for EFL educators and researchers in using HLC to promote positive reading experiences in technical classrooms while complementing it with instructional strategies to support reading proficiency development.