The Impact of Reading Circles on Students’ Reading Comprehension in Algerian Secondary School EFL Classes

Abstract

This thesis explores the effect of reading circles on students’ reading comprehension in the context of Algerian EFL classes. This study is based on social constructivist and reader response theory, which stress the importance of collaborative learning and active involvement in texts. This study analyses the learner is able to use structured group discussion and peer interaction to the development of understanding. Furthermore, the research includes age factor and English proficiency level as control variables which might have impact on the students' performance. The study employs a quantitative descriptive design and uses questionnaires and a classroom-based analysis to gather data from teachers and students. It is anticipated that the results will reveal that the participation in reading circles improves students’ engagement, motivation, participation and reading comprehension skills. This study draws attention to the potential value of collaborative brokering in developing English language learning and teaching in the context of the Algerian secondary school.