INTEGRATING LITERATURE CIRCLES TO FACILITATE READING COMPREHENSION ON FACEBOOK GROUPS: QUESTIONING AND LEARNING PERCEPTIONS

Abstract

Literature circles are student-centered discussion groups that use various roles to make reading meaningful, comprehensible and enjoyable. The current research investigated the questioning effects and students` perceptions of integrating EFL literature circles through student-led Facebook Groups. Findings indicated that although low cognitive level thinking questions were raised more often than higher-order thinking questions, the chi-square test indicated changes in questioning types. In other words, changes in student-generated higher-order thinking questions were observed. The qualitative data indicated that students benefited from the guided structure of LC, positive group dynamics, and increased reading engagement. Nevertheless, accountability, formalistic interaction and time allocation for reading tasks should also be taken into consideration in the designing of online literature circles.