Two authentic classes
The study involved 34 eighth-grade learners at pre-intermediate level and 33 twelfth-grade learners at advanced level in a private school in Sofia.
Sofia University · MA research · 2011
From reading to real conversation.
What happens when learners read together, take responsibility for a discussion, and build on one another’s ideas? Explore a classroom study of literature circles in EFL, then try the approach with your own group.
READING / INTERACTION / COLLABORATION01 — 06
read
respond
A story becomes
a conversation.
a conversation.
67LEARNERS IN TWO CLASSES
2EFL LEARNER GROUPS
40QUESTIONNAIRE RESPONSES ANALYSED
Two classes took part in the study; the questionnaire analysis uses 40 responses.
01 / THE RESEARCH
A classroom question, not just a reading method.
The dissertation asked what language interactions and classroom discourse emerge in literature circles, and how those interactions might relate to EFL learners’ language development.
Several kinds of evidence
Classroom observations, recorded discussions, stimulated recall, interviews, and student questionnaires informed the analysis.
Interaction in focus
The study examined participation, social and thinking skills, group discussion, and learners’ own perceptions, connecting classroom evidence with EFL teaching practice.
RESEARCH CONTRIBUTION
The dissertation presents literature circles as a practical approach to extensive reading, student interaction, and collaborative learning in EFL classrooms.
02 / EXPLORE THE FINDINGS
What the study observed.
Explore three strands of evidence: classroom interaction, student self-assessment, and group discussion. Each view identifies its source.
CLASSROOM OBSERVATION
Interaction became the learning activity.
The researcher reported that learners used discussion roles and peer questions to explain ideas, respond to one another, and connect readings with experience.
WHAT TO LOOK FOR
Notice who initiates questions, who builds on a previous contribution, and whether quieter learners find a way into the conversation.
Source: MA dissertation, Chapters 3–5.
Reading the numbers: 67 learners belonged to the two classes; questionnaire averages were calculated from 40 responses.
03 / SIX DISCUSSION ROLES
Give every reader a way in.
The dissertation describes six complementary tasks. Select a role to see a classroom-ready interpretation and an example prompt.
ROLE 01 / 06DISCUSSION GUIDE
Discussion Leader
Opens the conversation and makes space for several interpretations rather than asking only for correct answers.
PREPARE
Write two open questions about a choice, change, or tension in the reading.
TRY SAYING
“Why do you think the character made that decision?”
Original teaching examples based on the role categories in the dissertation.
04 / LITERATURE CIRCLE LAB
Take the idea into class.
Make a simple first-session plan and rotate the six roles over meetings. The tools work entirely in your browser; names and plans are not sent to a server.
01 / LESSON SEQUENCE
Circle planner
02 / SHARED RESPONSIBILITY
Role rotator
Enter the names of four to six students in your circle, one per line. The tool assigns each student a discussion role and rotates the roles at each meeting. Leave the field blank to preview with Learner 1–6.
The planner is an original teaching aid inspired by the dissertation.
05 / TEACHER TOOLKIT
Small tools for better talk.
Start with language that helps learners respond to one another, then print fresh templates for observing a circle and reflecting afterward.
DISCUSSION LANGUAGE BANK
Useful moves for group discussion.
- What makes you think that?
- Which part of the text gave you that idea?
- Could there be another explanation?
Original example phrases for classroom use.
Observation checklist
Track participation, questions, connections, and how learners build on each other’s ideas.
Open templateStudent reflection
Help learners notice how they prepared, contributed, listened, and would approach the next circle.
Open template06 / SOURCES & RESEARCH HISTORY
Follow the work. Keep the record clear.
Explore the 2011 MA dissertation and the teaching resources and publications that followed it.
MA DISSERTATION · 2011
Cite the research
Bedel, O. (2011). Literature circles in EFL: How they stimulate the social interaction and promote collaborative learning [MA dissertation, Sofia University “St. Kliment Ohridski”].
Read the full thesis (PDF)
RESEARCH CHRONOLOGY
- 2010
- MA research outline
- 2011
- Sofia University MA dissertation
- 2012
- Literature circles presentations and teacher handouts
- 2016 onward
- Related conference and journal publications
FULL MA THESIS · PDF · 130 PAGES
Details from the thesis title page
- Author
- Osman Bedel
- Title
- Literature Circles in EFL: How They Stimulate the Social Interaction and Promote Collaborative Learning
- University
- Sofia University “St. Kliment Ohridski”
- Faculty
- Faculty of Classical and Modern Philology
- Department
- Department of English and American Studies
- Supervisor
- Emilia Slavova, D.Phil.
- Place and year
- Sofia, 2011