The Power and the Passion: Igniting a Love of Reading through Literature Circles

Greef, Elizabeth; Jenkins, Yvonne; Comer, Anthea

doi:10.29173/iasl8090

Cited by 4 publications

(2 citation statements)

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“…Indeed, literary texts provide students with aesthetic models of learning the cultural dimensions and encourage them to use standard language e ectively. Moreover, research has indicated that reading and responding to literary texts improve students' communication and achievement and equip them with the nest examples of English usage [1]. Van [2] called for teaching literary texts intensively in EFL classrooms as they create a meaningful context for language use and sustain students' acquisition of a rich repertoire of vocabulary.…”

Section: Introductionmentioning

confidence: 99%

Developing English Majors’ Comprehension of Literary Texts and Online Self-Regulated Language Learning Skills via Literature Circles 2.0

Kassem

2022

Education Research International

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To cope with the virtual learning mode that the COVID-19 pandemic has posed and driven by the desire to enhance students’ ability to plan, monitor, and evaluate their online learning, the current study sought to digitalize the Literature Circles model and investigate its effect on developing English majors’ comprehension skills of literary texts and online self-regulated language learning skills in an EFL context. Literature Circles 2.0 was adopted to teach the Literary Reading course that includes five short stories and a one-act play. To achieve the purpose of the study, two tools were implemented: Test of Literary Reading Comprehension Skills and Online Self-Regulated Language Learning Skills Questionnaire (Barnard et al., 2009). Sixty English majors, divided into two equivalent groups, participated in the study. The control group studied the course using the traditional teaching method, teacher-centered, which relies on lecturing, whereas the experimental group studied the same course using the Literature Circles 2.0, whereby students worked autonomously in an online virtual environment. The study results revealed the significant effect of Literature Circles 2.0 on developing the students’ comprehension of literary texts as they were demonstrated to be involved personally and emotionally in the active learning process of the course. Meanwhile, the students of the experimental group displayed a significant mastery of the online self-regulated language learning skills. Based on the students’ significant improvement in processing, comprehending, and extracting the meaning of literary texts, the study concluded that the Literature Circles 2.0 proved to be an effective approach to promoting students’ comprehension of literary texts. Therefore, the study conclusively recommends the use of Literature Circles 2.0 in teaching such texts.

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Section: Introductionmentioning

confidence: 99%

Developing English Majors’ Comprehension of Literary Texts and Online Self-Regulated Language Learning Skills via Literature Circles 2.0

Kassem

2022

Education Research International

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“…While literature has numerous functions in the education system, instructional evolution and developments in Information and Communication Technology have revolutionized its versatility and transformed the way classrooms embrace its teaching and learning. At the tertiary level, literature instruction that prepares pre-service teachers for the Teaching of English as a Second Language (TESL) can serve multiple functions like to instil the passion for reading, build aesthetic appreciation through language, foster higher-order thinking abilities, or nurture personal growth (Greef, Jenkins & Comer, 2021). To provide support for these learners, literature instruction offers not just a platform for exploring and experimenting with different literary genres for the teaching of the English language, but also exposes them to the pedagogical processes that nurture agility and resilience that are vital for developing professional attributes to become future educators (Masry & Alzaanin, 2021).…”

Section: Introductionmentioning

confidence: 99%

Online Literature Circles in Learning Hamlet among Pre-service Teachers

Abdullah¹,

Choo²,

Samat³

2021

AWEJ

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Literature instruction may serve multiple functions. This case study aimed at investigating the perceptions on the use of online literature circles among 62 first year Teaching English as a Second Language pre-service teachers in a literature course at Universiti Teknologi Malaysia. The participants were assigned to read and participate in online literature circles about the play Hamlet by William Shakespeare. Based on cooperative learning, the participants rotated in playing the roles of the Discussion Director, Device Detective, Imaginative Illustrator, Creative Connector, and Passage Picker in each group. Data from a survey were analyzed in descriptive statistics, while data from the role sheets based on the five roles and the online video of 3 literature circle discussions were analyzed thematically. The findings are significant for teacher training institutions and in-service teachers. This study was able to show that online literature circles were perceived as interesting, engaging, challenging, and fun. The participants engaged in different learning processes involving cognitive, affective, and language skills. Though this study identified some challenges, online literature circles have many benefits and are recommended for literature instruction for pre-service teacher training.

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