Becoming reflective readers: A case study of group discussion in reading

Abstract

This study investigated the collaborative reading process of a low-ability group in terms of discussion proficiency during their dialogue about short stories. The group consisted of 4 adolescent female students with different reading proficiency levels. The major data source was four representative discussions which were analyzed using Rosenblatt’s (1994) definition of efferent and aesthetic transactions. Interviews and students’ reading logs were also used to identify changes that might have occurred in the group’s reading behaviors across the eight-week study. The findings indicated that the participants shifted from superficial plot descriptions to making personal connections with the story. By moving toward deeper engagement with the text, the EFL learners began to experience the text as a source for reflection. Such progress could also be evidenced from one low-achieving student’s reading development. The study concludes that through group discussion, students can become more engaged and reflective readers.