Promoting Pre-Service Teachers’ Reading Attitudes through Literature Circles: A Mixed Methods Design

Abstract

This study explores the impact extended participation in literature circles had on the reading attitudes of university-age preservice teachers following their involvement in literature circles for one academic year, as part of their training. The participants of the study consisted of 21 pre-service teachers with a low or moderate level of reading habits and reading attitudes. The research was conducted through a mixed methods approach. Although both quantitative and qualitative data were collected in the study, particular emphasis was given to the data collected from the qualitative part (quan+QUAL). In line with the quantitative data, it was concluded in the study that extended involvement in the literature circles had a positive effect on the reading attitudes of the pre-service teachers. The qualitative data, which was obtained through interviews, revealed four themes. The themes emerged as love and desire for reading, benefits of reading, importance of reading and reading habits as a result of the analysis. The results obtained from the research are important in terms of contributing to the improvement of pre-service teachers who will play important roles in Turkey's becoming a literate society.

Online Literature Circles in Learning Hamlet among Pre-service Teachers

“…This finding concurs with studies by Ferdiansyah et al (2020), Fortune et al (2021), andNovitasari et al (2021). The online literature circles successfully provided encouraging and enjoyable learning experiences for learners which develop motivation and positive attitudes towards literature (Dogan et al, 2020).…”

“…In the case of language development by studying the works of Shakespeare, learners may be challenged to understand unknown and unfamiliar language such as words that have shifted in meaning, different syntax order, complex metaphor, and unfamiliar cultural knowledge (Murphy, Culpeper & Gillings, 2020). However, studentcentered instruction encourages exploration of personal meaning, which promotes independence and ownership in learning among learners (Ardi, 2017;Dogan, Yildirim, Cermik & Ates, 2020).…”

“…The students can play different roles: questioner, connector, Arab World English Journal www.awej.org ISSN: 2229-9327 40 literary luminary, and illustrator (Daniels, 2002). The groups rotate the roles each time they get into a literature circle, and everyone functions as the 'expert' and is responsible for guiding the discussion based on the assigned role (Çetinkaya & Topçam, 2019;Dogan et al, 2020). According to Li, Chen, Su and Yue (2021, p. 919), "these individual roles provide students with a clear reason for reading …The fulfilment of each role is often considered as a major contributor to the success of literature circles."…”

“…When freedom is given to navigate group discussion, learners are empowered to manage their learning (Ardi, 2017), which motivates them to develop favorable attitudes toward literature (Li, 2018). Literature circles create opportunities for learners to engage in meaningful productive discussions that promote intrinsic motivation important for developing reading habits, interests, and positive attitudes towards literature (Dogan et al, 2020).…”

“…In a study documented by Dogan et al (2020), pre-service teachers were found to be engaged as meaning makers when they read and shared their experience in literature circles. The participants were curious and enthusiastic about sharing their thoughts and views in the discussions.…”