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    Impact Factor: 6.78 Journal Quality Score (JQS): 85.34
    Email Id: chiefeditor.ijeel@gmail.com

    Reading for Autonomy: Using Literature Circles to Foster Learner Autonomy and Reflective Thinking in the Secondary English Classroom

    Journal Article
    Author(s)
    Maimoona T. Sayeed
    Keywords
    Literature Circles, Learner Autonomy, Reflective Thinking, Literature Pedagogy, Secondary English Education, Student-Centred Learning
    Abstract
    Literature instruction in many secondary school contexts remains shaped by examination-oriented pedagogy that offers limited scope for independent interpretation or reflective engagement with texts. This study examines literature circles - small, student-led discussion groups organised around rotating roles - as a pedagogical alternative capable of fostering learner autonomy and reflective thinking. Drawing on a four-week qualitative case study conducted with 44 Grade 9 students at a CBSE-affiliated school in India, the study analysed students' reflective journals and semi-structured interviews using thematic analysis. Findings reveal two key themes: literature circles fostered a gradual but observable shift toward greater student ownership of the reading process through structured, accountable roles; and collaborative, peer-driven discussion consistently prompted students to reconsider and articulate their own interpretive reasoning, generating both immediate and longer-arc reflective thinking. These findings suggest that autonomy and reflection are conditions built into the design of literature circles, offering practical implications for teachers seeking learner-centred approaches to literature pedagogy.
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    Article Details
    Published 26 Aug 2026
    DOI 10.22161/ijeel.5.4.11
    Pages 111-116
    Views 8
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