Extensive reading with literature circles in an advanced CFL classroom

Abstract

This study examines changes in advanced Chinese as a foreign language students’ reading attitudes and perceptions during a semester-long implementation of extensive reading (ER) with literature circle (LC) activities. The research was conducted in a Chinese Short Stories course at an American university with 12 learners. Quantitative data collected through pre- and post-course surveys of reading attitudes were analyzed using Wilcoxon signed-rank tests, with paired-samples t-tests as a robustness check. Qualitative data from a final reflection survey were analyzed thematically. Quantitative results showed significant increases in participants’ confidence, enjoyment, devotion, perceived practical value, and interest in reading Chinese. Qualitative findings indicated greater engagement with Chinese literature and culture, increased enjoyment of reading, discussion, and interpretation, strengthened confidence and perceived language gains, and the value of scaffolding for participation. Overall, the results suggest that incorporating ER with LC activities may be associated with positive developments in learners’ reading attitudes and engagement.