Implementing Literature Circle in an EFL Reading Class at a Technological University

[[abstract]]文學小圈圈在以英語為母語學習環境中已成為受歡迎且被廣泛運用的教學理念之一，但關於此方面研究卻為數不多，更遑論以英語為外語學習環境相關研究更是寥寥無幾。本論文主要目的在於探討將文學小圈圈運用於台灣某科技大學之閱讀課成效。文中探討並分析以英語為外語學習者對於文學小圈圈及本閱讀課程之看法、學生對於英文閱讀、寫作之興趣、以及對於閱讀文學作品、學習日誌、小組討論、課堂表現評量等意見。參與本研究之教師對於文學小圈圈之看法亦予以討論。此外，學生的英文閱讀能力進步與否亦為研究內容之一。 本論文之研究對象為26名就讀於南部某科技大學並選修“英文散文選讀”之應用英語系大一學生，進行為期18週之文學小圈圈閱讀課程。資料收集採用五種研究工具，分別為：1 問卷及期末教學評量，2 英文能力前、後測，3 學生學習日誌，4 學生、教師訪談，5 觀察員日誌。 本論文主要研究結果如下： 1 文學小圈圈對於學生英文閱讀方面具有正面成效，能夠激勵學生之閱讀、強化課外閱讀之動機、並培養學生成為真正愛好閱讀者，且多數學生於本課程結束後已培養英文閱讀之興趣。 2 文學小圈圈中學生閱讀文學作品有助於提昇文學作品閱讀動機、培養欣賞文學作品能力、以及深入了解所讀之書籍內容。 3 學習日誌有助於提昇學生英文寫作能力、批判思考能力、及培養學生成為有自信、能夠自我反省的優秀作者，且多數學生於本課程結束後已培養英文寫作之興趣。 4 文學小圈圈中小組討論提供學生與他人互動機會而且有助於提昇學生溝通及社交能力。 5 文學小圈圈中小組討論有助於提昇學生閱讀理解能力。 6 文學小圈圈有助於提昇以英語為外語學習者之閱讀及寫作能力，學生於本課程結束後在上述能力皆有所進步。 總而言之，本研究之結果顯示並建議教師可使用文學小圈圈做為閱讀課之教學法以提昇學生在英文閱讀與寫作方面的動機、興趣及能力並培養學生獨立學習之能力。此外，學生、同儕及老師皆可在文學小圈圈中發揮其功用藉以提昇學生學習成效。老師亦可提供有意義且真實情境供學生進行小組討論以提昇學生閱讀理解能力及良好互動。最後，老師可利用多媒體做為課堂上之教材，並採用創意性活動來激勵學生主動參與文學小圈圈中各階段的活動，並提昇他們學習各種能力之意願及從中獲得不同思惟。[[abstract]]Literature circle is a popular teaching idea which has been widely adopted in first language settings but not yet been studied empirically particularly in EFL contexts The present study investigates the effects and effectiveness of the application of literature circle in a technological college EFL reading course in Taiwan The EFL students’ opinions and responses to literature circle and this course their interests in English reading and writing their attitudes toward reading materials journal writing group discussion and performance assessment in the literature circle reading course are explored and analyzed The teacher’s perceptions toward literature circle are investigated as well In addition the study examines whether there are differences in the reading fluency of the students after participating in literature circle The participants in the study were twenty-six English major freshmen enrolled in the course “Selected Readings of British and American Literature” at a technology university in southern Taiwan An eighteen-week study was conducted in this literature circle reading course The five instruments used in the study were (1) questionnaires and final teaching evaluation (2) two identical pre-course and post-course reading fluency tests (3) student response journals (4) student interviews teacher interview and (5) researcher’s observation notes The major findings of the study are summarized as follows: 1) Literature circle had positive effects on the students’ reading It inspired the students to read in English and strengthened their desire to conduct more independent reading as real readers Most of them became interested in English reading at the end of the course 2) Reading materials used in literature circle benefited the students’ reading in terms of motivating them to read literary works developing their appreciation of literary works and gaining a deeper insight into the selected books 3) Journal writing also had positive effects on the students’ writing Writing response journals was beneficial for improving their writing skills and critical thinking; helped them become more confident reflective and fluent as writers Most of the students had developed an interest in English writing at the end of the course 4) Group discussion in literature circle contributed to improving the students’ communication and social skills by offering chances for them to interact with their partners 5) Group discussion in literature circle helped the students acquire a better reading comprehension 6) Literature circle benefited the EFL students’ reading and writing fluency The students performed better in English reading and writing after literature circle course In conclusion based on the findings of this study it is suggested that EFL teachers can use literature circle in reading instruction to enhance students’ motivation interests and fluency in English reading and writing and to develop their independent learning In addition students peers and teachers can be involved in the learning process of literature circle to enhance students’ learning EFL teachers can also provide meaningful authentic group discussions in which students can enhance their reading comprehension and improve their social interactions Finally EFL teachers can use multiple materials such as multimedia technology as teaching materials and adopt creative activities in literature circle courses to help students actively engage in each stage of activities enhance their willingness to explore alternative learning skills and to seek multiple interpretations of their reading