<![CDATA[Google Classroom (GC) has been widely adopted as a learning management system in higher education; however, limited studies have specifically examined its role as a task management platform in EFL reading courses, particularly in regional universities with digital infrastructure disparities. This study examines the perceptions, practices, and challenges of 98 third-semester EFL students enrolled in the Reading for Information course at Universitas Sulawesi Barat, Indonesia. A concurrent mixed-methods design was employed, combining a structured questionnaire with Focus Group Discussion (FGD) sessions involving 34 student groups across five class sections. The findings show that 94.9% of students use GC regularly, with Likert-scale effectiveness ratings ranging from M = 4.31 to M = 4.57 across four task management dimensions. The deadline notification feature was identified as most beneficial by 95.9% of respondents; as a key external scaffold, it actively supported students' academic self-regulation throughout the course. Students widely appreciated GC's role in consolidating task organization and enhancing instructional transparency. However, unstable internet connectivity remained the primary structural challenge, disproportionately affecting students in rural areas. Interpreted through TAM and SRL theory, the findings underscore GC's pedagogical value and the urgent need for equity-responsive institutional connectivity policies in digitally underserved higher education contexts.]]>
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