Literature circles as a strategy for promoting self-regulated learning in Algerian high schools

Abstract EN

Many instructors view the use of collaborative tactics to be an effective method for revitalizing literature conversations in which students assess and record their own degree of learning engagement and response to any literary work they read.

as a result, it has been agreed that literature circles are an effective method for assessing students' comprehension of a text and providing them with practice in self-regulation through participation in group discussions.

the purpose of this research was to examine whether or not literary circles are effective in encouraging self-regulated learning among high school EFL students.

the research was an experimental one that took place over the course of one trimester in two different high schools.

using this method has been shown to improve students' ability to regulate their own learning and to monitor, plan, and evaluate their progress throughout a reading session to become active learners.