Literature circles (LCs) were first introduced in the United States. Since then, certain L1 and L2 educational settings have adopted them successfully. However, there has been limited research on effects of this reading activity on language development of EFL learners in Korea compared to extensive studies about beneficial effects of LCs on students' literacy and language learning. LCs are different from existing book discussion groups as they focus on fair participation by rotating special roles. This qualitative study aims to understand how high school students perceive this reading instruction along with its various roles. The influence of their participation in 12 LCs on their reading motivation and their abilities of reading, writing, listening, and speaking were also being studied. Participants’ reflection sheets were used to collect and analyze data by interpreting, coding, and grouping them based upon commonalities. This study found that their favorite role was discussion director and that LCs positively affected L2 learners' motivation and language development. In general, their attitudes were positive. Their responses all showed a willingness to continue to participate in LCs.