Recontextualizing Literature Circles for Arabic Literacy Classrooms: A Human‐Centred Approach to Fostering Belonging

ABSTRACT Background Literature circles are widely associated with gains in reading comprehension and engagement, yet their application in Arabic literacy classrooms, particularly those shaped by diglossia and bilingualism, remains underexplored. In the United Arab Emirates, many adolescents experience academic Arabic as linguistically distant and emotionally disengaging, with implications for comprehension, motivation and classroom belonging. Methods This mixed‐methods quasiexperimental study examined the effects of peer‐led literature circles on reading comprehension and social–emotional engagement among bilingual middle school students in two public schools in the UAE. Over an 8‐week intervention, students in the experimental group participated in structured literature circles using curriculum‐aligned and culturally relevant Arabic texts. Quantitative outcomes were analysed using paired and independent‐sample t ‐tests, whereas qualitative data from student journals, classroom observations and teacher interviews were examined through thematic analysis. Results Students participating in literature circles demonstrated statistically significant gains in vocabulary knowledge, inferential comprehension and cause–effect reasoning compared with peers receiving traditional instruction ( p < 0.001), with large effect sizes. Qualitative findings indicated increased reader agency, greater dialogic participation, enhanced linguistic confidence and stronger perceptions of classroom belonging. Students reported feeling more willing to speak, interpret and engage with Arabic texts. Conclusions The findings suggest that literature circles may offer a promising human‐centred approach to literacy instruction in diglossic and bilingual contexts. By integrating dialogic interaction with culturally responsive texts, literature circles may support both comprehension processes and students' sense of belonging, positioning reading as a socially meaningful and emotionally grounded practice.