Enhancing English Proficiency and Critical Thinking in Large Classes: The Zuvio Hybrid Literature Circle Approach

ABSTRACT: This study investigates the impact of integrating technology, specifically the Zuvio Hybrid literature circle, into English language teaching to enhance English proficiency and critical thinking abilities among lower-intermediate students in large-class settings. Motivated by the challenges of limited opportunities for independent thinking and language use in conventional large-class English courses, this research leverages "Great Expectations" as a classical reader to provide rich language input and stimulate discussions on life education themes such as family, love, and social status. Drawing on Vygotsky’s Zone of Proximal Development and scaffolding theories, the Zuvio hybrid literature circle was structured to foster peer interaction and critical engagement with the text. A total of 153 students from a university in Taiwan participated in this action research over a semester. The study employed a mixed-methods approach, utilizing pre- and post-tests of the College Student English Proficiency Test and a Critical Thinking Questionnaire to gather quantitative data, complemented by qualitative data from discussion records, reflective writings, and teacher observations. The quantitative results demonstrated significant improvements in students' English proficiency, with test scores increasing from an average of 199.78 to 218.09 (p< .05), particularly in areas of reading comprehension and vocabulary. Similarly, critical thinking scores improved from 81.02 to 82.41 (p< .05), with notable gains in the ability to evaluate arguments and defend personal viewpoints. The action research approach facilitated continuous refinement of teaching practices, contributing to these positive outcomes. Qualitatively, the reflective writings and discussion records revealed deeper student engagement with the text and with each other, fostering a community of learners who were more confident in expressing and debating their ideas. Teacher observations confirmed these findings, noting increased student participation and a more dynamic learning environment. These findings suggest that the Zuvio hybrid literature circle, by integrating classical literature and structured peer discussions within a technological framework, can effectively address the pedagogical challenges in large-class English teaching. This study underscores the potential of such innovative approaches to not only improve language skills but also to foster critical thinking, offering valuable insights for enhancing liberal education in similar educational contexts. KEYWORDS: literature circle, critical thinking, graded readers, English proficiency