台灣地區大學選修英語課程應用文學圈提高學生跨文化溝通、學習動機與口語表達自信之觀察分析

Observations of the Potential of Implementing Literature Circles to Enhance Students’Cross- Cultural Communication, Motivation, and Communicative Self-Confidence in A College English Course in Taiwan

本論文探討於台灣以英語為外語（EFL）的大學英語選修課程中，應用「文學圈」（literature circles）進行英語教學的可能優勢，觀察此教學模式能否促進跨文化溝通、提升學習動機，以及增強學生溝通自信心。筆者對文學圈背後相關理論基礎進行文獻回顧，在實際課程設計裡安排讓學生於課外閱讀兩部英文原著小說、撰寫文學圈學習單，然後再回到課堂裡進行文學圈小組討論。透過分析學生所撰寫繳交的文學圈學習單，搭配教師課堂觀察紀錄，初步審視此教學策略能否促進學生之間的跨文化互動。研究發現學生藉由參與文學圈小組討論，似乎能夠彼此交流對文化議題的不同切入視角，並與來自不同文化背景的同儕互動，深化其對多元文化觀點的理解和欣賞。從學生所撰寫對於課程教學的反饋，亦發現此課程設計對於提高學生的學習動機，以及用英語溝通的信心似乎具有正面的影響。本研究之初步觀察分析發現文學圈蘊含鼓勵積極主動、以學生為中心之學習模式的教育優勢，尤其在全球化教育背景下，更具有培養學生跨文化溝通能力的潛力。

This paper documents the potential advantages of implementing“literature circles”in a college-level English course in Taiwan, within an English as a Foreign Language (EFL) context. This preliminary study investigates whether this teaching model can help foster cross-cultural communication, enhance learning motivation, and boost students’communicative self-confidence. The researcher first reviews the relevant theoretical foundations of literature circles. In the course design, the students were assigned to read two authentic English novels and complete literature circle worksheets outside of class, and then participate in literature circle discussions during class. By analyzing the submitted literature circle worksheets and the instructor’s classroom observations, the study examines whether this instructional strategy can facilitate crosscultural interaction among students. The findings reveal that through participation in literature circles, students can exchange different perspectives on cultural issues and interact with peers from diverse cultural backgrounds, thereby deepening their understanding and appreciation of multicultural viewpoints. Written feedback from students also suggest that the teaching design may positively impact students’learning motivation and confidence in using English for oral communication. The preliminary observations of this study indicates the educational benefits of literature circles in encouraging active, student-centered learning, and also highlights their potential for cultivating students’cross-cultural communication particularly under the context of globalized education.