How Literature Circles Support EFL College Students’ Literary and Literacy Learning in a Children’s and Adolescent Literature Course

Su, Yi‐Ching; Kun, Wu

doi:10.20533/licej.2040.2589.2016.0311

Cited by 4 publications

(4 citation statements)

References 3 publications

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“…Contrastingly, her point of view from the interview highlighted her increased personal interest in autonomous meaning making. This corroborates Su and Wu (2016) in that the assigned roles within the framework of literature circles can motivate EFL tertiary learners to be more responsible for the development of their own reading and writing repertoire.…”

Section: Individual Accountabilitysupporting

confidence: 82%

Literature-Circles-Based Cooperative Writing : From the Perceptions of Indonesian University EFL Learners with Writing Anxiety

Lubis¹,

Rahmawati²

2019

The Journal of AsiaTEFL

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Section: Individual Accountabilitysupporting

confidence: 82%

Literature-Circles-Based Cooperative Writing : From the Perceptions of Indonesian University EFL Learners with Writing Anxiety

Lubis¹,

Rahmawati²

2019

The Journal of AsiaTEFL

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“…According to Su and Wu (2016), literature circles can provide students with a safe and low-risk environment to experience dynamic interactions among readers and texts and can nurture the pleasure of reading literature and literacy skills simultaneously. The research results are consistent with the conclusion by Smith and Feng (2018) that literature circles could encourage students to read more and actively participate in group discussions with their peers.…”

Section: Resultsmentioning

confidence: 99%

Chinese University English-Major Students’ Attitude Toward Literature Circles and Literature Reading

Ма

Ismail

Saharuddin

2023

IJLTER

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Of the four basic skills, namely, reading, is a fundamental tool that supports the development of other skills. In Chinese tertiary education, reading is a compulsory core subject for students. Although the benefits of teaching English reading through literature circles have been recognized in other countries for decades, there is still an insufficient practice of this activity among English-major students in the Chinese university context. This study aims to investigate the attitudes of Chinese English-major students toward literature circles as a method of teaching reading, and to determine the benefits of reading literature in language learning. The study employs a one-shot case study involving only one group exposed to the treatment, followed by a measure. Quantitative and qualitative data were collected to determine the participants' attitudes toward literature circles and their perception of the benefits of reading literature. An intact class of 41 students participated in this extracurricular reading activity through the convenience sampling method. The result obtained from the eight closed-ended questions indicated that the participants generally held favorable views toward literature circles. The results from the focus group interviews confirmed the benefits of reading literature in terms of cultural, linguistic, and personal enrichment. The findings suggest that more longitudinal studies involving comparison groups or qualitative studies are necessary to better understand the benefits of literature circles.

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“…Sociocultural Theory, which argues that cultural context, as well as social, material, and learning environments mediate human cognition and behavior, supports RC (Lantolf et al, 2015). Su and Wu (2016) found that RC created a low-risk, comfortable setting that motivated university students to read independently and then explore the texts in collaborative discussions. RC are also supported by the Reader-Response Theory, which affirms the importance of the reader and argues that different readers interpret the same text differently.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Value of Reading Circles in EMI Class: Engagement, Usefulness, and Outcomes

Kang¹,

Yoona

Murdoch

2023

Sage Open

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The present study examined the instructional outcomes of the use of Reading Circles (RC) in first year English-Mediated Instruction (EMI) College of Education classes at a university in Korea using a mixed method approach using independent samples t-tests and correlations of survey data and thematic analysis of semi-structured interview data. Thirty-nine first-year students participated in the survey examining engagement, usefulness, and outcomes, and interviews. While students who perceived their English as proficient had lower apprehension, students with previous RC experience showed less apprehension than those without RC experience. More engaged students were found to be less anxious, more positive, and claimed the RC approach to learning was more useful. The results of the interviews showed that RC lessened anxiety and increased learner autonomy and opportunities for collaborative learning. The study recommended EMI class instructors incorporate RC in EMI classes, as well as presented implications for the online EMI learning environment.

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How Literature Circles Support EFL College Students’ Literary and Literacy Learning in a Children’s and Adolescent Literature Course

Abstract: Abstract

Cited by 4 publications

References 3 publications

Literature-Circles-Based Cooperative Writing : From the Perceptions of Indonesian University EFL Learners with Writing Anxiety

Literature-Circles-Based Cooperative Writing : From the Perceptions of Indonesian University EFL Learners with Writing Anxiety

Chinese University English-Major Students’ Attitude Toward Literature Circles and Literature Reading

The Value of Reading Circles in EMI Class: Engagement, Usefulness, and Outcomes

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