The Power of Virtual Literature Circles to Cultivate Text Connection through Student’s Role in Reading Novel: A Case Study in Critical Reading Class

Abstract

This study examined the integration of critical reading as one of the critical literacy aspects in English Language Teaching (ELT) through the use of Virtual Literature Circles (VLC). The aim is to investigate how students' active roles within these circles can cultivate text/novel connection and facilitate their active engagement with the novel in a critical reading class. This study was conducted in a critical reading class, where VLCs were implemented as a pedagogical tool. The students made text connections: text-self, text-text, and text-world by playing specific roles, such as Discussion Director, Word Wizard, Creative Connector, Summarizer, and Passage Finder, to engage actively with the novel entitled ‘Does My Head Look Big in This?’ by Randa Abdel Fattah. The study employed a qualitative research design, utilizing in-depth interviews, observations, and student reflections to gather data. There were 25 university students participating in Zoom meetings to have collaborative discussions after two weeks of independent reading. Through the analysis of discussions, reflections, and artifacts produced within VLC, the study investigated the power of these circles on students’ critical reading development. The findings shed light on the transformative power of VLC in promoting text connection, critical thinking, and the ability to give a critical review of the texts. This study contributes to the discourse on critical literacy in ELT and highlights the importance of integrating VLC as an appropriate pedagogical tool to cultivate critical reading skills among students.