Literature instruction in many secondary school contexts remains shaped by examination-oriented pedagogy that offers limited scope for independent interpretation or reflective engagement with texts. This study examines literature circles - small, student-led discussion groups organised around rotating roles - as a pedagogical alternative capable of fostering learner autonomy and reflective thinking. Drawing on a four-week qualitative case study conducted with 44 Grade 9 students at a CBSE-affiliated school in India, the study analysed students' reflective journals and semi-structured interviews using thematic analysis. Findings reveal two key themes: literature circles fostered a gradual but observable shift toward greater student ownership of the reading process through structured, accountable roles; and collaborative, peer-driven discussion consistently prompted students to reconsider and articulate their own interpretive reasoning, generating both immediate and longer-arc reflective thinking. These findings suggest that autonomy and reflection are conditions built into the design of literature circles, offering practical implications for teachers seeking learner-centred approaches to literature pedagogy.
