The learning of literature for adult L2 learners has not always been easy. Research has supported learner-centered approaches as being viable in helping learners with reading reluctance and proficiency problems to master literary texts. Literature Circles, a learner-centered approach which is used extensively in the West and the Pacific has been hailed as a feasible approach in helping problematic learners face English literature. Literature Circles are a form of literary engagement in which students are placed in small groups and encouraged to read with a focus and then report on and discuss what they read, determining for themselves what is significant and why (Daniels, 1994). Therefore, the purpose of this study was to determine the impact of Literature Circles on tertiary ESL literature learners. Thirty-one L2 literature learners from the Victorian Literature class were used as subjects of the study. The impact of Literature Circles was seen on these learners’ assessment scores, perception towards literature as well as the learners’ attitude towards Literature Circles. The duration for the experiment was four months and four instruments were used to gauge the impact. The data collected was analyzed using SPSS Version 14. The findings reveal that Literature Circles did leave a positive impact on learners’ perception towards Literature Circles. However, learners’ perception towards literature remained the same. Overall, Literature Circles is a promising approach to help L2 learners learning Victorian literature.
|Keywords:||Adult L2 Literature Learners, Literature Circles, Learning of Literature in ESL Classroom, Victorian Literature in ESL Classroom|
Senior Lecturer, English, Modern Languages and Communication, Universiti Putra Malaysia, Serdang, Selangor, Malaysia
Lecturer, Department of Malay Language, Universiti Putra Malaysia, Serdang, Selangor, Malaysia
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