Many college students in Taiwan learn English because it is a required subject in school, not because of their intrinsic interests. In addition, many of them are not motivated to read English texts both inside and outside the classroom. This paper outlines the use of Literature Circles (LCs) to more effectively engage English language learners in the classroom, enhance their motivation to read and learn English, and improve their literacy skills. Drawing on Harvey Daniels's (1994) definitions of LCs, this paper delineates the 11 key components of LCs. Special emphasis is placed on the procedure of implementing LCs in a college-level English language course in Taiwan, an EFL context. Moreover, practical suggestions for running LCs and setting up reading and discussion groups are provided, and student roles are discussed. The results suggest that LCs promote active learning among the students and support the students' literacy learning.
本文概述如何利用文學圈（Literature Circles, LCs）來提升EFL英語學習者的課堂參與度，提高他們閱讀和學習英語的動機，並培養其讀寫能力。本文特別介紹如何在台灣一所科技大學的英語課中實施LCs。此外，本文也提供如何建立閱讀及討論小組的建議，並討論學生在小組中伴演的角色。結果顯示LCs可促進EFL大學生的主動學習，並提升他們的讀寫能力。
如有問題歡迎與系統管理員聯繫 
