Abstract
The present study examined the instructional outcomes of the use of Reading Circles (RC) in first year English-Mediated Instruction (EMI) College of Education classes at a university in Korea using a mixed method approach using independent samples t-tests and correlations of survey data and thematic analysis of semi-structured interview data. Thirty-nine first-year students participated in the survey examining engagement, usefulness, and outcomes, and interviews. While students who perceived their English as proficient had lower apprehension, students with previous RC experience showed less apprehension than those without RC experience. More engaged students were found to be less anxious, more positive, and claimed the RC approach to learning was more useful. The results of the interviews showed that RC lessened anxiety and increased learner autonomy and opportunities for collaborative learning. The study recommended EMI class instructors incorporate RC in EMI classes, as well as presented implications for the online EMI learning environment.
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