This chapter contains three sections. First, a brief conclusion based on the results and
discussions was presented. Then, it offered the pedagogical implications of the study. Finally,
the limitations of the study were described and suggestions for the future studies were
provided.
Conclusion
The purposes of the study were to find out the effects of literature circles reading
program on English majors’ English reading proficiency, learning motivation, learning
attitudes, and responses.
First of all, after comparing the means of the general English reading proficiency
pre-test and post-test, the results showed that no statistically significant difference was found
in improving students’ English reading proficiency. Although the students’ mean scores for
English reading proficiency post-test increased, the statistical results of general English
reading proficiency failed to reveal statistically significant changes in the students’ English
reading proficiency. However, qualitative data collected from the students’ responses to the
open-ended questions and interviews verified that their reading ability did enhance by
participating in this program. Moreover, 85.72% of the students sensed the progress of their
reading ability. Many students pointed out that reading novels not only improved their
reading, but also enhanced their literary awareness. Reading novels helped students become
more fluent readers and fostered them to appreciate literary works. Students even pointed out
that they could read novels more quickly and their vocabulary sizes were expanded. Above
all, reading English novels in literature circles benefited the students’ reading in terms of
improving reading skills, increasing reading speed to become efficient readers, expanding
vocabulary size, and developing appreciation of literary works.
Second, based on the results of the English reading motivation and practice
questionnaires, it indicated that these students’ motivation in English reading was positively
reinforced after this teaching program. Moreover, through one open-ended question found
that through literature circles reading, most students did enjoy reading English novels.
Students mentioned that reading English novels was interesting because they had autonomy
in choosing their own favorite novels. As a result, students developed interests in reading
novels, and they intended to read more novels by themselves after participating in this
literature circles program.
Third, group discussions in literature circles not only enhance the comprehension of the
texts, but also gain deeper insights and different perspectives from their members. Students
enjoyed discussing and sharing with their group members. Through discussions, they
exchanged ideas or thoughts toward the same text; the multiple interpretations broadened and
enriched their understanding of the texts. By discussing together as a group, students learned
from capable peers and helped each other to comprehend the stories and therefore facilitated
their reading comprehension.
Fourth, the results of the post-literature circles questionnaires showed that many
students confirmed writing role sheets helped express themselves in English and
brainstormed their thoughts. They appreciated literary works and wrote down their reflections
or opinions in English freely after reading novels; thus they became motivated to read and
write in English. In literature circles, students developed multiple and meaningful responses
to the texts when encouraged to respond.
Lastly, students’ responses to the instructions and reading materials confirmed the
value and importance of the reading program. Students are fond of reading something
exciting or interesting, and most of them thought that the contents of the fiction were
important to enhance their interests in English reading. They developed active and positive
attitudes and great interests in English reading. Students could get special learning
experiences from the reading program in terms of improving reading comprehension,
discussing with group members, and reading novels. This literature circles reading program
was a rewarding experiences in English learning for students and they also enjoyed this kind
of learning environment.
Pedagogical Implications
Several pedagogical implications drawn from the results of the present study are
discussed as follows.
First, in literature circles, students read their interested materials, share or discuss their
ideas or personal experiences with group members, and write down opinions in role sheets
freely and reflectively. Teachers can provide students interesting or exciting reading materials
which are suitable for learners’ age and ability to trigger their curiosity. Literature circles not
only strengthen the students’ desire to learn but also improve their reading comprehension
through collaborative learning. As a result, literature circles can be an effective and
alternative reading approach for teachers to enhance students’ motivation, interests, and
reading comprehension.
Second, EFL teachers can use literature circles to help establish students’ habit for
independent reading out of class. In this study, students were encouraged to have freedom in
choosing novels they liked, and took responsibility for their own readings. Also, literature
circles create a comfortable and relaxing learning atmosphere for students to read English
novels without pressure. Students became interested in English reading because they planned
reading schedules, focused on the story, brainstormed, wrote relevant ideas or issues of the
stories, and appreciated the literary works through reading. Therefore, students developed
great interests in reading novels in literature circles, and they also intended to continue
reading English novels for pleasure and became independent readers even after the program
was ended.
Third, group discussions can enhance the students’ reading comprehension and expand
their thoughts. Group discussions provide opportunities for students to discuss and share
opinions and personal experiences related to reading materials, like giving and receiving
information from peers, and supporting and encouraging members’ opinions. They learned
how to work with others, and how to respect and value others’ opinions. These opportunities
were essential for their learning and motivated them to read. In addition, students were
responsible for their own learning and every member had their own role in discussions, so the
students were able to read the novels with a clear purpose and were confident of what to talk
about in group discussions. Literature circles broadened and deepened students’ awareness of
literary works and students gained from divergent perspectives by discussing with members.
Limitations and Suggestions
Several limitations of this research are mentioned here. First, this study lasted for only
one semester, and the class time spent on discussing was only one hundred minutes per week.
Because of time limitation, it was not long enough for the researcher to identify to what
extent the students’ reading proficiency in English improved. That is, it was unlikely to
improve students’ English reading proficiency at a large scale of degree within this short
period of time. Although the results drawn from the qualitative data showed that the students
had positive attitude toward literature circles and confirmed that literature circles benefited
their reading in English, the study might require more time to affect the students’ learning.
Therefore, the duration of the study time can be longer so as to acquire more convincing
findings.
Second, the participants in this study were twenty-one sophomores at a general
university in Taiwan. The small sample size of the study might not be generalized to other
EFL college students in Taiwan. If possible, a larger sample size may provide more reliable
data. In addition, researchers can conduct a comparable study in the future. One is in the
experimental group which is given literature circles reading instruction. The other is in the
control group that takes traditional reading courses. Through the comparable study,
researchers can examine whether or not there is any significance in students’ achievements.
As well, literature circles can be undertaken in a larger sample at the university level in
different schools to explore the effects of literature circles on English learning development
under different educational systems.
REFERENCES
Atwell, N. (1998). In the middle: New understandings about writing, reading, and
learning (2nded.). Portsmouth, NH: Boynton-Cook.
Boyd, C. D. (1984). Circle of gold. New York: Scholastic Inc.
Bauer, M. D. (1987). On My Honor. New York: Yearling Inc.
Beach, R. W., & Marshall, J. D. (1991). Teaching literature in the secondary school.
Orlando, FL: Harcourt Brace Jovanovich.
Bushman, J. H., & Haas, K. P. (2006). Using young adult literature in the English
classroom. New York: Pearson Education.
Burns, B. (1998). Changing the classroom climate with literature circles. Journal of
Adolescent＆Adult Literacy, 42(2), 124-130.
Cynthia, R. (2004). Missing May. New York: Scholastic Inc.
Chiang, M. H. & Huang, C. W. (2005). The effectiveness of Literature Circles in EFL setting:
A classroom investigation . The Proceedings of 2005 International Conference and
Workshop on TEFL and Applied Linguistics, 78-87.
Chih, H-W. (2010). The effects of literature circles on EFL sixth-graders’ English reading
motivation. Master thesis, Tunghai University, Taichung, Taiwan.
Daniels, H. (1994). Literature circles: Voice and choice in the student-centered
classroom. Portland, ME: Stenhouse Publishers.
reading groups (2nded.). Portland, ME: Stenhouse Publishers.
Daniels, H., & Steineke, N. (2003). Minilessons for literature circles. Portsmouth, NH:
Heinemann.
Furr, M. (2003). Why and how to use EFL Literature Circles? Yokohama City University.
Gilles, C. (1989). Reading, writing, and talking: Using literature circles in the
classroom. English Journal, 78, 38-41.
Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. Reading
Teacher, 50(1), 14-25.
Guthrie, J. T., & Wigfield, A., (1999). How motivation fits into a science of reading.
Scientific Studies of Reading, 3(3), 199-205.
Ho, I. P. (2002). Using Young Adult Literature to Teach EFL Reading and Writing. From
http://wwwlib.ntut.edu.tw/www/ntut/journal/35-1/35.doc
Hsu, J. Y. (2003). Reading together: Student Teacher Meet in Literature Circles. The
Proceedings of the 2003National Conference on English Teaching and Learning,
1-9, Huwei Institute of Technology, Huwei, Taiwan.
Hsu, J. Y. (2004). Reading without teachers: Literature circles in an EFL classroom.
The Proceedings of 2004 Cross-strait Conference on English Education, 401-421,
National Chiayi University, Chiayi, Taiwan.
Huang, H-Y. (2008). Implementing literature circle in an EFL reading class at a
technological university. Master thesis, National Kaohsiung First University of Science
and Technology, Kaohsiung, Taiwan.
Huang, C-W. (2009). Effects of Virtual Literature Circles on University Students' Reading
Attitudes and Reading Comprehension in EFL context. Unpublished master thesis, Tunghai
University, Taichung, Taiwan.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford:
Pergamon.
Keegan, S. & Shrake, K. (1991). Literature study groups: An alternative to ability grouping.
The Reading Teacher, 44(8), 542-547.
Kasten, W. C., Kristo, J. V., & McClure, A. A. (2005). Living literature: Using children’s
literature to support reading and language arts. New Jersey: Pearson Education, Inc.
Kadohata, C. (2006). Kira-Kira. New York: Aladdin Paperbacks.
Lowry, L. (1989). Number the stars. New York: Houghton Mifflin Company.
Lowry, L. (2002). The Giver. New York: Dell Laurel-Leaf.
Leal, D. J. (1993). The power of literacy peer-group discussions: How children
collaboratively negotiate meanings. The Reading Teacher, 47(2), 114-120.
Lin, Y-P. (1996). Meaning construction through literature circles: A study of six
third-grade readers. Unpublished master thesis, Province University, Taichung,
Taiwan.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford:
Oxford University Press.
Lin, H. M. (2005). The Effects of the Parental Identification in English Adolescent Literature
on English Reading Comprehension of EFL Students in Vocational High School.
Unpublished master thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Lin, S-J. (2006). The effects of literature circles on EFL learning of children in a bilingual
class. Unpublished master thesis, National Kaohsiung Normal University, Kaohsiung,
Taiwan.
Lai, C-F. (2011). Cultivating Critical Thinking through Integrating Literature Circles into
EFL Freshman English Classes. Unpublished master thesis, Tunghai University, Taichung,
Taiwan.
Martinez-Rodan, C. M., ＆ Lopez-Robertson, J. M. (2000). Initiating literature circles in a
first-grade bilingual classroom. Reading Teacher, 53(4), 270-281.
Nilsen, A. P., & Donelson, K. L. (1993). Literature for today’s young adults (4th Ed.). New
York: HarperCollins.
Nunan, D. (1999). Second language teaching & learning. Boston, MA: Heinel & Heinle.
Probst, R. (1988). Response and analysis: Teaching literature in the junior and senior
high school. Portsomuth, NH: Heinemann.
Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of
the literary work. Carbondale, IL: Southern Illinois University Press.
Rosenblatt, L. M. (1995). Literature as exploration (5thed.). New York, NY: MLA of
America.
Richard, P. (1998). A long way from Chicago. New York: Penguin Inc.
Richards, J. C., ＆ Schmidt, R. (2002). Longman dictionary of language teaching
＆ applied linguistics. England: Pearson Education Ltd.
Sai, M. & Hsu, J. Y. (2007). Multiple Intelligence Literature Circles: A JFL and an EFL
Experience. The Proceedings of the 5thHawaii International Conference on Arts and
Humanities. 4398-4419, Honolulu, Hawaii, USA.
Shang, H. F., Briody, P., & Lin, C. Y., (2007) The effect of extensive reading strategies on
EFL students. 9th International Conference and Workshop on TEFL and Applied
Linguistics, 419-429, Ming Chuan University, Taoyuan County, Taiwan.
Su, S-F. (2007). A study of literature circles in an EFL reading class for seventh graders in
Taiwan. Unpublished master thesis, Southern Taiwan University, Tainan, Taiwan.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
process. Cambridge, MA: Harvard University Press.
Wang, P. F. (2010). Application of Adolescent Fiction and Reading Instructions to Enhance
College Students’ English Proficiency and Learning Motivation. Unpublished master thesis,
National Pingtung University of Education, Pingtung, Taiwan.
Yang, S. Y. (2007). The Application of Adolescent Literature in Teaching of English Reading,
Creativity, and Affection of Gifted Students in Junior High School. Unpublished master
thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Zeiger, J. (2002). Literature circles. The teachers.net gazette. From
http://teachers.net/gazette/MAR02/zeiger.html
多益測驗（未載明日期），《2011 年台灣地區 TOEIC 成績統計報告》。2013 年 3
月 20 日讀取自網址: http://www.toeic.com.tw/file/12256000.pdf
許正義 (2003年9月)。培育終身閱讀的愛書人 Part One—文學小圈圈
(Literature Circles) 的理念，敦煌英語教學電子雜誌。
許正義 (2003年11月)。培育終身閱讀的愛書人 Part Two—文學小圈圈
(Literature Circles) 的理論背景，敦煌英語教學電子雜誌。
Appendix A – Literature Circles Role Sheets
Assignment: page
__________to page
__________Discussion Director:
Your job is to develop a list of questions that your group might want to discuss about this part of the book. Don’t worry about the small details: your task is to help people talk over the big ideas in the reading and share their reactions. Usually the bestdiscussion questions come from your own thoughts, feelings, and concerns as you read, which you can list below, during or after your reading. Or you may use some of the general questions below to develop topics for your group.
Generate discussion questions or topics and then write down each answer
（
What was going through your mind while you read this?
How did you feel while reading this part of the book?
What was discussed in this section of the book?
Can someone summarize briefly?
Did today’s reading remind you of any real-life experiences?
What questions did you have when you finished this section?
Did anything in this section of the book surprise you?
What are the one or two most important ideas?
Predict some things you think will be talked about next.