Post-Reading Activities in EFL Virtual Classrooms: An Investigation

\nActivities after reading are a significant element to bridge students’ comprehension. This study was to explore post-reading activities used in EFL classrooms in a university context and explore EFL students’ responses towards the post-reading activities implemented. To find out and analyze more accurate information, a qualitative method with case study design was employed. Two lecturers and four students from English Language Education Department in a university in Yogyakarta were indepth interviewed using an interview guideline. Additionally, this study observed the Learning Management System (LMS) in the department to complete the data. The interview and observation results were analyzed by transcribing, member checking, and coding, and triangulation process. The post-activity activities presented in the finding were group presentation, summarizing, and quiz. Overall, EFL students gave positive responses towards those activities. Three positive responses towards group presentation activity were showed: 1) making EFL students read the reading material meaningfully, 2) preparing the presentation material well by read the reading material, and 3) leading EFL students in gaining new information, ideas and developing their insight from the reading material they read. EFL students also delivered four positive responses towards summarizing activity: 1) they are supported to read a lot of journal articles, 2) They get prior information and a facility to do the next assignments, and 3) they get new information and understand the assigned journal articles, and 4) They feel positively challenged that affect their engagement. Meanwhile, two positive responses were asserted towards quiz activity: motivate EFL students to read and improve their reading comprehension. EFL teachers are recommended to vary post-reading activities for making an engaging virtual classroom.\n