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Abstract This study explored how reading circles (RCs) can be incorporated into a task-based reading curriculum in academic classroom settings. It investigated students’ perceptions of academic RC tasks and examined their effectiveness in improving students’ reading abilities and critical thinking skills. Twenty-six EFL university students majoring in Business English participated in the study. They were asked to read English business journal articles weekly, assigned different roles and tasks to complete, and given opportunities to share interpretations in class. Data were collected from questionnaires, interviews, students’ reflective journals, reading proficiency tests, and weekly homework. The results show that students held quite positive attitudes toward RC tasks in academic contexts and confirmed their effectiveness in enhancing their reading abilities and critical thinking skills through a collaborative learning process. Such a reading scheme has been proved to be a pedagogically appropriate approach for language development in academic contexts.
Qi Xu (Thu,) studied this question.