<![CDATA[Reading comprehension remains challenging for many English as a Foreign Language (EFL) students, particularly when instruction provides limited opportunities for active engagement and collaboration. Although Problem-Based Learning (PBL) supports active learning, limited research has examined its blended implementation in EFL reading while considering students’ self-efficacy. This study aimed to examine the effectiveness of Blended Problem-Based Learning (Blended-PBL) in improving reading ability across different self-efficacy levels and to explore students’ perceptions of its implementation. A quantitative quasi-experimental approach involved 32 undergraduate English Education students, classified into high self-efficacy (n = 16) and low self-efficacy (n = 16) groups. Data were collected through pre- and post-reading assessments, a self-efficacy questionnaire, and a perception survey. The data were analyzed using paired-samples t-tests and descriptive analysis. The findings showed improvement in students’ reading performance, while students generally perceived Blended-PBL positively, particularly in supporting motivation, collaboration, confidence, and problem-solving. The findings imply that Blended-PBL can serve as an alternative approach to EFL reading instruction by promoting active engagement and a collaborative learning environment while accommodating differences in students’ self-efficacy.]]>
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