Effects of literature circles activity on reading comprehension of L2 English learners: a meta-analysis

• Published in: Humanities & social sciences communications Vol. 12; no. 1; pp. 367 - 12
• Main Author: Ma, Lei
• Format: Journal Article
• Language: English
• Published: London Palgrave Macmillan UK 13.03.2025; Palgrave Macmillan; Springer Nature
• Subjects: 4007/4009; 4014/160; Age groups; Citation management software; Classrooms; Collaborative learning; Comprehension; Educational attainment; English as a second language instruction; English language; Group dynamics; Humanities and Social Sciences; Language acquisition; Learning outcomes; Literary criticism; Meta-analysis; multidisciplinary; Reading comprehension; Science; Science (multidisciplinary); Second language reading; Students; Teachers
• ISSN: 2662-9992; 2662-9992
• DOI: 10.1057/s41599-025-04695-1

Literature circles have increasingly been utilized to enhance reading comprehension skills of second language (L2) English learners, yet the overall impact of this pedagogical approach remains unclear. This meta-analysis sought to evaluate the efficacy of literature circles (LCs) on L2 learners’ reading comprehension and identify potential mediating factors. Drawing from a systematic analysis of 15 sample studies, the findings demonstrated a substantial positive effect of LCs on improving reading comprehension in both English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts, with a large effect size ( d  = 1.035). Notably, moderating variables such as learners’ education level/age group and assessment formats significantly influenced the outcomes of LC interventions. This study underscores the value of literature circles as an efficacious activity for enhancing L2 English learning outcomes and provides valuable insights for educators and researchers in this field.