Adapting Literature Circles in L2 Contexts: A Study on Student Engagement through Reading Response Logs
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| Title: | Adapting Literature Circles in L2 Contexts: A Study on Student Engagement through Reading Response Logs |
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| Language: | English |
| Authors: | Andrew Gill (ORCID |
| Source: | TESL-EJ. 2025 29(3). |
| Availability: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, Second Language Learning, Literature, Learner Engagement, Reader Response, Discussion Groups, Peer Relationship, Group Behavior, Student Role, Group Dynamics |
| Geographic Terms: | Japan |
| ISSN: | 1072-4303 |
| Abstract: | Originally designed for first language classrooms, literature circles have been adapted for second language (L2) contexts to enhance reading proficiency and discourse skills. While traditional practice in L2 settings involves assigning roles to students for engaging with texts, critiques have highlighted potential constraints on participation and meaningful conversation. To address these concerns, a research endeavor in a Japanese university investigated an alternative approach using reading response logs instead of prescribed roles. The aim of this study was to develop a customized reading response log specifically designed for instructors of L2 learners, providing a blend between structured guidance and increased independence. The study examined factors influencing the design of the response log, its implementation across a semester, and its overall efficacy. Findings revealed the benefits of pre-discussion preview periods and the inclusion of an 'Ask the Teacher' section, allowing students to raise inquiries anonymously. Nonetheless, students encountered challenges in utilizing a variety of response formats, while the uptake of the 'Ask the Teacher' section did not meet initial expectations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488796 |
| Database: | ERIC |
| Abstract: | Originally designed for first language classrooms, literature circles have been adapted for second language (L2) contexts to enhance reading proficiency and discourse skills. While traditional practice in L2 settings involves assigning roles to students for engaging with texts, critiques have highlighted potential constraints on participation and meaningful conversation. To address these concerns, a research endeavor in a Japanese university investigated an alternative approach using reading response logs instead of prescribed roles. The aim of this study was to develop a customized reading response log specifically designed for instructors of L2 learners, providing a blend between structured guidance and increased independence. The study examined factors influencing the design of the response log, its implementation across a semester, and its overall efficacy. Findings revealed the benefits of pre-discussion preview periods and the inclusion of an 'Ask the Teacher' section, allowing students to raise inquiries anonymously. Nonetheless, students encountered challenges in utilizing a variety of response formats, while the uptake of the 'Ask the Teacher' section did not meet initial expectations. |
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| ISSN: | 1072-4303 |
