Abstract
The research from this mixed-methods, quasi-experimental study explores the effectiveness of literature circle (LC) strategies to support English language development, reading comprehension, and student engagement in an online synchronous post-secondary course. A total of 40 linguistically and culturally diverse participants were split evenly between the control group and the experimental group. Using constructivist grounded theory methodology, the study draws upon data from surveys, reading comprehension assessments, observations, and document analysis. To compare the mean scores between the less proficient and more proficient writers, independent samples t-test was used. Results indicated that there are significant differences between the two groups in content knowledge, vocabulary, elaborative discussion of text, reading experience and confidence, and in all the measures of literary competence. The results show that LC strategies also improve English language development while engaging students in virtual learning processes.
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