本研究採用行動研究法，研究目的是探究「文學圈」運用於韓語教學之課程方案設計與實施歷程、分析「文學圈」運用於韓語教學之實施成效，以及探討「文學圈」運用於韓語教學之教師專業成長與省思。
本研究針對目前與研究者一起學習韓語的十位中級與高級的成人學習者來進行，研究共進行九週，每週進行一次，共九堂課，每堂課兩個小時。
本研究主要透過教學觀察、教學日誌、學生的問卷以及訪談來資料搜集，進而根據蒐集的資料分析。
透過蒐集資料與分析，本研究得到的研究結果如下：
壹、文學圈幫助學生提升韓語語言能力，其中，聽力與閱讀的能力最明顯成長，接著口說與寫作方面的能力也有成長。還有，文學圈幫助學生增加韓文的詞彙量。
另外，文學圈不僅提升學生的語言方面的能力，而且讓他們可以理解韓國文化與韓國人的價值觀。
貳、文學圈幫助學生改善閱讀的態度。首先，透過文學圈閱讀韓文原文文本的學生們都感受到學生自己對閱讀原文文本的恐懼感有降低。另外，參加文學圈之前，對閱讀沒有興趣的學生表示，參加文學圈後對閱讀有產生興趣。
最後，文學圈培養學生的閱讀習慣，使得學生在生活上持續閱讀。
叁、文學圈讓研究者獲得教學方面的成長與省思。首先，研究者透過進行本研究有兩個部分的成長，一個是設計課程方面的成長，另外一個是教學韓語方面的成長。至於研究者省思的部分，研究者對挑選文本與在課堂上控制教師自己的情緒方面有省思。

This research using action research method to explore the course design, the implementation and the effects of the ‘Literature Circles’ applied to Korean language teaching, and also to discuss the professional growth and self-reflection of teachers using the ‘Literature Circles’ in Korean language teaching.
This research is conducted on ten intermediate and advanced adult learners who are currently studying Korean language with the researcher. This research conducted for 9 weeks, once a week, and a total of nine classes, each for two hours.
This research mainly collects data through teaching observation, reflection notes and questionaires from the students. Through data collection and analysis, the results of this research are as follows:
1. The literature circles helped students to improve their Korean language skills, especially listening and reading skills have grown the most, followed by speaking and writing skills. Also, the literature circles helped students to increase their Korean vocabulary. In addition, the literature circles not only improved students’ language skills, but also allowed them to understand Korean culture and values more deeply.
2. The litearature circle improved students’ reading attitudes. First of all, the students who read the Korean books felt that their fear of reading Korean books was reduced. In addition, before joining the literature circles, students who were not interested in reading became interested in reading after joining the literature circles. In addition, The literature circles let students have reading habit. Students keep reading in their daily life after assisting the literature circles.
3. The literature circles allowed researcher to growth and self-reflection. First, growth is as a instruction designer and second growth is about teaching. While about self-reflection as a Korean teacher, researcher did self-reflection about selecting reading materials and control teachers’ emotion in the class.

壹、中文
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貳、英文
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Fredricks, L. (2012). The benefits and challenges of culturally responsive EFL critical literature circles. Journal of Adolescent & Adult Literacy, 55(6), 494-504.
Heydon, R. (2003). Literature circles as a differentiated instructional strategy for including ESL students in mainstream classrooms. Canadian Modern Language Review, 59(3), 463-475.
Hsu, J. Y. T. (2004). Reading without Teachers: Literature Circles in an EFL Classroom. Paper presented at the Cross-Strait Conference on English Education,Taipei, Taiwan. https://eric.ed.gov/?id=ED492558
Jacobs, M. (2015). Using literature circles to increase reading comprehension and student motivation (Unpublished master’s thesis). Rowan University.
Karatay, H. (2017). The Effect of Literature Circles on Text Analysis and Reading Desire. International Journal of Higher Education, 6(5), 65-75.
Literature Circles Resource Center (1999). What Are Literature Circles? http://www.litcircles.org/Overview/overview.html#what
Long, T. W., & Gove, M. K. (2003). How engagement strategies and literature circles promote critical response in a fourth-grade, urban classroom. The Reading Teacher, 57(4), 350-361.
Pat Elliott & Dale Mays (n.d.). Literature Circles. Retrieved 2019, October from http://kcguidedreading.pbworks.com/f/Litcir.pdf
Sambolin, A. N. & Carroll, K. S. (2015). Using literature circles in the ESL college classroom: A lesson from Puerto Rico. Colomb. Appl. Linguist. J., 17(2), 193-206.
Su, C. C., & Chen, B. A. (2010). Implementing literature-circles approach in adult efl classrooms. English Teaching and Culture, 6, 13-22.

叁、韓文
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【Davaanyam, G., Shin, Y. -K. (2020, July 16-18). A Study on Korean Literature Education in Mongolia. Paper presented at the 29th Conference of INK.】
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【Kang, K. -H., Kang, S. -H. (2015). An Analysis of Previous Research on Korean Language Literature Education - Focused on its type and topic. Journal of Language and Culture, 11(2), p. 29-64.】
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