文學小圈圈向來被譽為是幫助自主學習，和創造有意義學習的方式，近幾年也有研究指出，文學小圈圈的運用可以幫助學習者的批判性思考。本研究觀察四位臺灣高中生運用線上的方式，在Google Classroom平台進行十週非同步的文學圈文字討論。本研究目的欲透過線上文學圈，著重研究三個方面：批判思考能力、閱讀能力自我評估、對於線上文學圈的看法。
本研究資料分析來源主要有：受試者在平台上發表的討論問題，閱讀技巧的前後測問卷，文學圈的回饋問卷，以及小組訪談。經過本次的研究，受試者對於線上文學圈都有正面的看法，在受試者的問題討論中，隨著文學圈的進行，受試者得以提出較多符合布魯姆教學目標的高層次問題，因此可以得知批判性思考的提升。再者，從前後測問卷結果比較發現，受試者的分數提升，可以推斷在閱讀能力方面是有產生正向的變化。

Literature circles (LCs) have long been promoted as a beneficial way to create meaningful and autonomous learning among readers. Recent research has also shown the potential of using LCs in fostering students’ critical thinking ability. The present study aimed to look at the effects of implementing an online LC group on four Taiwanese high school students. They interacted with each other through posting asynchronous text messages on the Google Classroom platform for ten weeks. The study examined these participants’ learning experience in three aspects: their development of critical thinking ability, self-evaluated English reading skills, and attitudes towards learning English.
The data of this case study were collected from multiple sources including discussion questions collected from the online platform, the pre- and post- surveys on English reading skills, the feedback survey, and group interview. The results of the study showed that overall the participants provided positive feedback toward the online LC learning experience. The participants were also found to produce an increasingly higher proportion of higher-order questions in the online LC discussion, indicating their development of critical thinking ability. Furthermore, a positive change in scores was also reported from the participants’ pre- and post- surveys, indicating an improvement in their self-evaluated English reading skills.

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