Literature Circles as a Form of Autonomus Learning in EFL Environment

Literature Circles as a Form of Autonomus Learning in EFL Environment

Polatcan , Tuğba
Yaşam Cindi, Eylem

This paper reports on a large-scale study on learner autonomy in literature circles carried out with students and English instructors at Meliksah University in Turkey. The purpose of the study is to research how students attending Meliksah University Foreign Languages Education Center perceive the approach of literature circles as a form of autonomous language learning. This study also discusses how the proficiency level of students influences the students’ perception of literature circles. Literature circles are “… small temporary discussion groups who have chosen to read the same story, poem, or book” (Daniels 1994, p. 13). “Main feature of literature circles is group meetings on a regular, predictable schedule to discuss their reading. These group meetings aim to be open, natural conversations about books, so personal connections, digressions and open-ended questions are welcome.” (Bulut, 2010). The other key features include the teacher serving as a facilitator, not a group member or instructor, which is the main autonomous perspective of literature circles and lastly, the student performance is evaluated by teacher observation through some basic predetermined criteria (Bulut, 2010). The data are collected through a questionnaire which is administered to approximately 300 students attending English Preparatory School of Meliksah University and analyzed quantitatively to find out how students at different levels perceive the contribution of literature circles to their language learning as a form of autonomous learning.

Conference or Workshop Item
PeerReviewed

2012-05

1020