Implementing academic reading circles in higher education: Exploring perceptions, motivation and outcomes

Abstract

Academic reading is an essential yet challenging skill to teach in higher education. Research shows that academic reading circles (ARC) is a promising methodology that could improve academic reading skills but despite this, few studies have reported on the experiences and outcomes of implementing the methodology in the university setting. The purpose of this study is to investigate perceptions, motivation and outcomes of using ARC methodology in a first-year university English for academic purposes (EAP) course. 95 students and 4 instructors participated in a 16-week longitudinal study. A pre- and post-reading test was used to measure reading improvement and pre- and post-questionnaires were administered to obtain students' and instructors’ experiences with the implementation of ARC and their perceptions on the impact of ARC on reading skills. Results show that while ARC is a demanding activity that requires training for instructors and scaffolding for students, students perceive ARC to have a positive impact on both their higher and lower order thinking skills and that overall reading scores significantly improve after the intervention. The findings highlight the potential benefits of ARC as an effective and useful methodology to teach critical reading skills in higher education EAP courses.