One typical goal for an elementary school teacher, as in my case, is to help students find a passion for reading. The purpose of this action research was to explore relationships between the classroom learning environment created with the use of literature circles and student attitude and intrinsic reading motivation.
Through a mixed-methods approach, data from five sources was collected, triangulated, synthesized, and analyzed. This study, despite focusing on an almost exclusively intermediate-level English Language Learners in an international school in Asia, provides evidence that supports what other researchers have found to be essential elements for intrinsically motivating students to read. These three elements include: student choice, authority to take charge of their reading, and socially-engaging literary experiences.