Media Circles in the EFL Classroom: Furthering Student Engagement
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Published:
Dec 13, 2019
Keywords:
EFL China constructivism task-based learning literature circles action research
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Abstract
This six-week action research study explored the use of a media-based adaptation of a popular student-centered, extensive reading-based activity known as Literature Circles (LCs). Twenty Chinese students decided upon groups and assigned themselves specific roles before viewing episodes of a selected television series for homework. The prepared roles then served as the basis for a subsequent discussion the following week. Students were observed by their teacher and given self-evaluation surveys bi-weekly, and their notes in preparation for the class discussions were collected in the final week to analyze word count and gauge participation rates. Findings were largely positive, with students remarking upon improved learning autonomy, oral communication skills, and increased cultural awareness. Moreover, observations and class artifacts indicated high participation rates and engagement with the activity on the whole. These results point to several pedagogical implications that should be useful for ESL practitioners teaching oral English to students at secondary or post-secondary institutions by fostering an independent spirit of learning and piquing the interest of students with interesting and meaningful content.
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References
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(2nd ed.). Portsmouth, NH: Stenhouse.
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Contingency, cue competition, salience, interference, overshadowing, blocking, and
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constructions. In A. Tyler, Y. Kim, & M. Takada (Eds.), Language in the Context of Use:
Cognitive and Discourse Approaches to Language and Language Learning (pp. 93-120).
Amsterdam: Mouton de Gruyter.
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Cambridge University Press.
Roehr, K. (2008). Linguistic and metalinguistic categories in second language learning.
Cognitive Linguistics, 19, 67-106.
Rossiter, M. J., Derwing, T. M., Manimtim, L. G., & Thomson, R. I. (2010). Oral fluency:
The neglected component in the communicative language classroom. The Canadian
Modern Language Review, 66(4), 583-606.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied
Linguistics, 11, 129-158.
Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars
and SLA. In N. Ellis (Ed.), Implicit and Explicit Learning of Languages (pp. 165-209).
London: Academic Press.
Shelton-Strong, S. J. (2012). Literature circles in ELT. ELT Journal, 66(2), 214-223.
doi:10.1093/elt/ccr049
Skehan, P. (1996). Second language acquisition research and task-based instruction. In J.
Willis & D. Willis (Eds.), Challenge and Change in Language Teaching (pp. 17-30).
Oxford: Heinemann.
Spada, N., & Lightbown, P. M. (2010). Second language acquisition. In N. Schmitt (Ed.), An
Introduction to Applied Linguistics, (2nd ed.) (pp. 108-123). London: Hodder Education.
Stern, H.H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University
Press.
Wang, X., & Munro, M. (2004). Computer-based training for learning English vowel
contrasts. System, 32, 539-552.
Wen, W. & Clement, R. (2003). A Chinese conceptualisation of willingness to communicate
in ESL. Language, Culture and Curriculum, 16, 18-38.
Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre
awareness, linguistic knowledge, and writing competence. Journal of Second Language
Writing, 20(2), 111-133. http://dx.doi.org/10.1016/j.jslw.2011.03.001
Zeni, J. (1998). A guide to ethical issues and action research. Educational Action Research,
6(1), 9-19. https://doi.org/10.1080/09650799800200053
Pros and cons. System, 21(4), 471-480. https://doi.org/10.1016/0346-251X(93)90058-O
Asher, J. J. (1977). Learning Another Language Through Actions: The Complete Teachers’
Guidebook. Los Gatos, CA: Sky Oaks Productions.
Beglar, D., & Hunt, A. (2002). Implementing task-based language teaching. In J. Richards &
W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current
Practice (pp. 96-106). Cambridge: Cambridge University Press.
Bradlow, A. R., Pisoni, D. B., Akahane-Yamada, R., & Tohkura, Y. (1997). Training Japanese
listeners to identify English /r/ and /l/: IV. Some effects of perceptual learning on speech
production. Journal of the Acoustical Society of America, 101(4), 2299-2310.
Breen, M. P., & Candlin, C. N. (1980). The essentials of a communicative curriculum in
language teaching. Applied Linguistics, 1(2), 89-112.
Browning, G. (1974). Testing Pronunciation Indirectly: An Experiment. Unpublished master’s
thesis, University of California- Los Angeles.
Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal,
56(4), 389-396.
Chiang, M. H. (2007). Improved reading attitudes and enhanced English reading
comprehension via literature circles. Lagos Papers in English Studies 1, 168–83.
Cohen, A. D. (2010). Focus on the language learner: Styles, strategies and motivation. In N.
Schmitt (Ed.), An Introduction to applied linguistics (2nd ed.) (pp. 161-178). London:
Hodder Education.
Daniels, H. (1994). Literature Circles: Voice and Choice in the Student-Centered Classroom.
Portsmouth, NH: Stenhouse.
Daniels, H. (2002). Literature Circles: Voice and Choice in Book Clubs and Reading Groups
(2nd ed.). Portsmouth, NH: Stenhouse.
Derwing, T.M., Munro, M.J., & Thomson, R.I. (2008). A longitudinal study of ESL learners'
fluency and comprehensibility development. Applied Linguistics, 29, 359-380.
doi:10.1093/applin/amm041
Ellis, N. C. (2006). Selective attention and transfer phenomena in L2 acquisition:
Contingency, cue competition, salience, interference, overshadowing, blocking, and
perceptual learning. Applied Linguistics, 27, 164-194.
Ellis, N. C. (2008). Usage-based and form-focused SLA: The implicit and explicit learning of
constructions. In A. Tyler, Y. Kim, & M. Takada (Eds.), Language in the Context of Use:
Cognitive and Discourse Approaches to Language and Language Learning (pp. 93-120).
Amsterdam: Mouton de Gruyter.
Jenkins, J. (2000). The Phonology of English as an International Language. Oxford: Oxford
University Press.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus
for English as an international language. Applied Linguistics, 23(1), 83-103.
Ke, I., & Cahyani, H. (2014). Learning to become users of English as a Lingua Franca (ELF):
How ELF online communication affects Taiwanese learners' beliefs of English. System,
46, 28-38. https://doi.org/10.1016/j.system.2014.07.008
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford:
Pergamon Institute.
Kumaravadivelu, B. (1994). The Postmethod condition: (E)merging strategies for
second/foreign language teaching. TESOL Quarterly, 28(1), 27-48.
Larsen-Freeman, D. (2011). A complexity theory approach to second language
development/acquisition. In D. Atkinson (Ed.), Alternative Approaches to Second
Language Acquisition (pp. 48–72). New York, NY: Routledge.
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The
construct of task-induced involvement. Applied Linguistics, 22, 1-26.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited.
Innovation in Language Learning and Teaching, 1(1), 14–29.
http://dx.doi.org/10.2167/illt040.0
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT
Journal, 58(4), 319-326.
MacIntyre, P.D., Clément, R., Dörnyei, Z., & Noels, K.A. (1998). Conceptualizing
willingness to communicate in a second language: A situational model of second language
confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
Mark, P. L. (2007). Building a community of EFL readers: Setting up literature circles in a
Japanese university. In K. Bradford-Watts (Ed.). Proceedings from JALT 2006 Conference.
Tokyo: JALT.
Martin, J. R., & Rose, D. (2008). Genre Relations: Mapping Culture. London: Equinox.
Postovsky, V. (1974). Effects of delay in oral practice at the beginning of second language
learning. Modern Language Journal, 58(3), 229-239.
Prabhu, N.S. (1990) There is no best method – why? TESOL Quarterly, 24(2), 161-176.
Ren W., Chen Y., & Lin C. (2016). University students' perceptions of ELF in mainland China
and Taiwan. System, 56, 13-27. https://doi.org/10.1016/j.system.2015.11.004
Richards, J. C. (2006). Communicative Language Teaching Today. New York, NY:
Cambridge University Press.
Roehr, K. (2008). Linguistic and metalinguistic categories in second language learning.
Cognitive Linguistics, 19, 67-106.
Rossiter, M. J., Derwing, T. M., Manimtim, L. G., & Thomson, R. I. (2010). Oral fluency:
The neglected component in the communicative language classroom. The Canadian
Modern Language Review, 66(4), 583-606.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied
Linguistics, 11, 129-158.
Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars
and SLA. In N. Ellis (Ed.), Implicit and Explicit Learning of Languages (pp. 165-209).
London: Academic Press.
Shelton-Strong, S. J. (2012). Literature circles in ELT. ELT Journal, 66(2), 214-223.
doi:10.1093/elt/ccr049
Skehan, P. (1996). Second language acquisition research and task-based instruction. In J.
Willis & D. Willis (Eds.), Challenge and Change in Language Teaching (pp. 17-30).
Oxford: Heinemann.
Spada, N., & Lightbown, P. M. (2010). Second language acquisition. In N. Schmitt (Ed.), An
Introduction to Applied Linguistics, (2nd ed.) (pp. 108-123). London: Hodder Education.
Stern, H.H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University
Press.
Wang, X., & Munro, M. (2004). Computer-based training for learning English vowel
contrasts. System, 32, 539-552.
Wen, W. & Clement, R. (2003). A Chinese conceptualisation of willingness to communicate
in ESL. Language, Culture and Curriculum, 16, 18-38.
Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre
awareness, linguistic knowledge, and writing competence. Journal of Second Language
Writing, 20(2), 111-133. http://dx.doi.org/10.1016/j.jslw.2011.03.001
Zeni, J. (1998). A guide to ethical issues and action research. Educational Action Research,
6(1), 9-19. https://doi.org/10.1080/09650799800200053