Effects of literature circles on tertiary ESL students' perception and learning of literature

This study seeks to investigate the perception of tertiary ESL literature learners towards literature both before and after their experiences with literature circles. Literature circles are student centered discussion groups that can offer learners an opportunity to develop personal responses to lit...

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Main Author:	S. Iswarapatham, I. Satkunavathi
Format:	Thesis
Language:	English English
Published:	2009
Subjects:	English language - Study and teaching - Foreign speakers Literature - Study and teaching
Online Access:	http://psasir.upm.edu.my/id/eprint/22133/7/FBMK%202009%2027.pdf
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id	my-upm-ir.22133
record_format	uketd_dc
spelling	my-upm-ir.221332014-06-16T04:32:40Z Effects of literature circles on tertiary ESL students' perception and learning of literature 2009-11 S. Iswarapatham, I. Satkunavathi This study seeks to investigate the perception of tertiary ESL literature learners towards literature both before and after their experiences with literature circles. Literature circles are student centered discussion groups that can offer learners an opportunity to develop personal responses to literary texts and to articulate these interpretations in their groups (Kim, 2004). Related studies show that when learners perceive literature in a positive light, they will pick up a literary text and be productively engaged in reading the text for self-fulfillment and not for the sake of finishing an assignment or passing examinations. The main goal of the study is to investigate if learners’ participation in literature circles can help nurture them into thoughtful and probing readers who are able to expand upon their individual interpretations of a literary text and elevate their responses to the text. 50 third year undergraduates majoring in English Literature at the Faculty of Modern Languages and Communication, Universiti Putra Malaysia participated in this study which employed both the quantitative and qualitative techniques of research. Data sources included pre and post experimental questionnaires, observation notes, pre and post tests, audio taped group discussions and interviews, and journals. Findings of this study show that literature circles are able to generate interest among the learners to read and appreciate their literary texts, as well as perceive literature in a more positive light. The results of the study also indicate that learners valued the opportunity to participate in a democratic endeavor that allowed them to voice their own views, as well as listen to other participants’ views. The transactions that occur during literature circles provide opportunities for learners to read, react, express their feelings, and have a sense of control over their learning. The focus is not on extracting information from a text, figuring out the interpretation the teacher wants to hear, or learning about literary elements (Hill, Johnson, & Schlick Noe, 1995: x), but on taking ownership of one’s reading by making predictions, constructing visual images, creating connections to personal experiences and other texts, arguing with the author and evaluating content and writing style (Brabham & Villaume, 2000). English language - Study and teaching - Foreign speakers Literature - Study and teaching 2009-11 Thesis http://psasir.upm.edu.my/id/eprint/22133/ http://psasir.upm.edu.my/id/eprint/22133/7/FBMK%202009%2027.pdf application/pdf en public masters Universiti Putra Malaysia English language - Study and teaching - Foreign speakers Literature - Study and teaching Faculty of Modern Language and Communication English
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English English
topic	English language - Study and teaching - Foreign speakers Literature - Study and teaching
spellingShingle	English language - Study and teaching - Foreign speakers Literature - Study and teaching S. Iswarapatham, I. Satkunavathi Effects of literature circles on tertiary ESL students' perception and learning of literature
description	This study seeks to investigate the perception of tertiary ESL literature learners towards literature both before and after their experiences with literature circles. Literature circles are student centered discussion groups that can offer learners an opportunity to develop personal responses to literary texts and to articulate these interpretations in their groups (Kim, 2004). Related studies show that when learners perceive literature in a positive light, they will pick up a literary text and be productively engaged in reading the text for self-fulfillment and not for the sake of finishing an assignment or passing examinations. The main goal of the study is to investigate if learners’ participation in literature circles can help nurture them into thoughtful and probing readers who are able to expand upon their individual interpretations of a literary text and elevate their responses to the text. 50 third year undergraduates majoring in English Literature at the Faculty of Modern Languages and Communication, Universiti Putra Malaysia participated in this study which employed both the quantitative and qualitative techniques of research. Data sources included pre and post experimental questionnaires, observation notes, pre and post tests, audio taped group discussions and interviews, and journals. Findings of this study show that literature circles are able to generate interest among the learners to read and appreciate their literary texts, as well as perceive literature in a more positive light. The results of the study also indicate that learners valued the opportunity to participate in a democratic endeavor that allowed them to voice their own views, as well as listen to other participants’ views. The transactions that occur during literature circles provide opportunities for learners to read, react, express their feelings, and have a sense of control over their learning. The focus is not on extracting information from a text, figuring out the interpretation the teacher wants to hear, or learning about literary elements (Hill, Johnson, & Schlick Noe, 1995: x), but on taking ownership of one’s reading by making predictions, constructing visual images, creating connections to personal experiences and other texts, arguing with the author and evaluating content and writing style (Brabham & Villaume, 2000).
format	Thesis
qualification_level	Master's degree
author	S. Iswarapatham, I. Satkunavathi
author_facet	S. Iswarapatham, I. Satkunavathi
author_sort	S. Iswarapatham, I. Satkunavathi
title	Effects of literature circles on tertiary ESL students' perception and learning of literature
title_short	Effects of literature circles on tertiary ESL students' perception and learning of literature
title_full	Effects of literature circles on tertiary ESL students' perception and learning of literature
title_fullStr	Effects of literature circles on tertiary ESL students' perception and learning of literature
title_full_unstemmed	Effects of literature circles on tertiary ESL students' perception and learning of literature
title_sort	effects of literature circles on tertiary esl students' perception and learning of literature
granting_institution	Universiti Putra Malaysia
granting_department	Faculty of Modern Language and Communication
publishDate	2009
url	http://psasir.upm.edu.my/id/eprint/22133/7/FBMK%202009%2027.pdf
_version_	1747811520636518400

Effects of literature circles on tertiary ESL students' perception and learning of literature

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