文學討論圈(Literature Circles)為英語系國家行之有年的閱讀教學方式，但此教學法尚未在台灣形成普遍的教學風潮，以高中生為實驗對象的相關研究也付之闕如。本研究的實施目的在於探討文學討論圈於台灣高中英文課堂實施後之成效，包括學生的英語閱讀能力及閱讀動機的變化、學生於實施文學討論圈中所獲效益、遭遇的機會和挑戰，以及學生對於文學討論圈的觀點。本研究實驗對象年齡介於十五至十六歲，為四十一位女子高中學生。本教學實驗合併質性與量化研究，為期十週，由研究者親自授課。採用的教材為一本以台灣在地文化為內容的英文原文小說，所使用的研究工具包含英語閱讀及動機測驗前後測、學生課堂學習單、閱讀日誌、文學討論圈學生問卷、以及訪談。學生於教學實驗前進行閱讀能力及動機前測，教學後進行後測並比較兩者差異，以測量教學效果，最後並實施後測問卷及訪談，以探究學生對實施文學討論圈之觀感。研究結果顯示實施文學討論圈可顯著提升學生的英語閱讀能力。針對學生閱讀動機的量化分析結果並無顯著差異，但質性分析顯示學生閱讀動機相對提升。本研究顯示於高中英語課堂實施文學討論圈有諸多優點，例如：提升學生整體英文能力、提升在課堂上以學生為中心的合作學習技巧，以及培養學生解決問題的能力。參與學生對文學討論圈的實驗教學多持正面肯定的態度，並期待往後課堂中能繼續實施此一教學活動。

The concept of literature circles is a popular teaching idea that has been widely practiced in first language settings but not yet been studied thoroughly in senior high EFL settings in Taiwan. The purpose of this study was to investigate the effect of implementing literature circles on EFL senior high school students’ reading proficiency and reading motivation in Taiwan. It also examined benefits and challenges students have confronted in literature circles, as well as students’ motivation toward implementing literature circles. The participants in this study were forty-one female students in a girls’ senior high school in Taipei. Most of them aged between fifteen and sixteen and had an intermediate-low level of English proficiency. A ten-week experiment of a literature circle program was conducted in this study. Instruments used in this study included pre- and posttests of reading comprehension and reading motivation questionnaires, students’ reading journals and worksheets, post-literature circle reflection sheets, and post-literature circle interviews. A mixed method was carried out in this study and the statistical tool of the computer software SPSS 20.0 was used to analyze the data of students’ performance on the reading proficiency and reading motivation. Qualitative concept was also included to corroborate the evidence found in the statistical analysis.
The major findings were summarized as follows. The implementation of literature circles in an English class increased the reading comprehension of EFL senior high school students reading fictional novels. The presentation of students’ writing works also revealed students’ improvements on reading proficiency. Despite the fact that there was no significant difference from the quantitative results in students’ reading motivation, the qualitative data from students’ reflection sheets and interviews revealed that students increased their motivation to read English texts. Based on the research findings, doing literature circles in an English class has improved students’ English proficiency, enhanced their skills to form a cooperative learning unit in a student-centered learning environment, and strengthened students’ problem-solving skills. As for students’ attitudes toward implementing literature circles, most students expressed their preference for this reading activity and their expectation that they would do it again. Based on the study findings, it is suggested that EFL teachers can implement literature circles to assist students to learn to read better, because the independent reading, journal writing, and group discussion in literature circles have been proven to enhance students’ reading comprehension and engagement in English reading.

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