Abstract

This study aims to investigate the effect of using the literature circle activities on EFL learners' CEFR B2 English-speaking skills and development of critical thinking skills. The study design employed a single-group repeated-measure approach, which included three repeated experimental tests, as well as pretest and posttest data for both quantitative and qualitative analysis. The independent variable in this study was the literature circle activities based on Reader Response theory, while the dependent variables were the English-speaking skills and critical thinking ability of the participants. To assess the participants' English-speaking skills, descriptive statistics were employed, and the data were collected using CEFR B2 English-speaking skill tests. Critical thinking ability was evaluated through content analysis of the participants' responses. The research instruments utilized in this study included literature circle activities lesson plans, the CEFR B2 English-speaking skill test, the critical thinking skill test, and interviews conducted with the participants. A total of 9 upper secondary EFL students were selected for the study using purposive sampling and classified into three groups based on their English proficiency levels: low, medium, and high. The findings revealed that the students demonstrated improvement in their English-speaking abilities, reaching the CEFR B2 level as evidenced by the pretest and post-test results. Furthermore, their English-speaking skills exhibited progressive enhancement during the three-unit tests that followed their engagement in the literature circle activities. Moreover, the results from the critical thinking skill test indicated that the students had developed critical thinking skills after participating in the literature circle activities. Content analysis of their writing responses demonstrated a gradual increase in their ability to reason and think critically following their involvement in the literature circle activities.

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