Using Literature Circles to Develop Critical Reading Skills: A Study of Thai and Chinese Students in an English Literature Classroom
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Abstract
This study explores the use of literature circles in developing critical reading skills among Thai and Chinese students in an English literature classroom in a Thai university context. The objectives were (1) to compare the critical reading skills of Thai and Chinese students before and after implementing literature circle activities and (2) to analyze the students’ strengths and weaknesses in using literature circles to enhance critical reading skills. The population consisted of 46 third-year Thai and Chinese students in the English for International Communication (International Program) from a literary appreciation course. The study employed a mixed-method research design with simple random sampling techniques. Data were collected through critical reading tests, online questionnaires, and observations over one semester, during which students participated in Literature Circle activities following a six-week lesson plan. Quantitative data were analyzed using a t-test, means, percentages, standard deviation, while qualitative data were examined through descriptive tabular analysis. The results indicate that Chinese students demonstrated statistically significant improvements in post-test score, whereas Thai students did not show statistically significant gains. The questionnaire revealed that Thai students excelled in identifying facts from opinions, while Chinese students were better at analyzing the logic of content. However, Thai students struggled with evaluating information, while Chinese students faced challenges in researching and analyzing information sources. The findings suggest that while literature circles are valuable for developing critical reading skills, their implementation requires thoughtful adaptation to address cultural, linguistic, and logistical challenges, especially in multicultural classrooms.
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