Many college students in Taiwan learn English because it is a required subject in school, not because of their intrinsic interests. In addition, many of them are not motivated to read English texts both inside and outside the classroom. This paper outlines the use of Literature Circles (LCs) to more effectively engage English language learners in the classroom, enhance their motivation to read and learn English, and improve their literacy skills. Drawing on Harvey Daniels's (1994) definitions of LCs, this paper delineates the 11 key components of LCs. Special emphasis is placed on the procedure of implementing LCs in a college-level English language course in Taiwan, an EFL context. Moreover, practical suggestions for running LCs and setting up reading and discussion groups are provided, and student roles are discussed. The results suggest that LCs promote active learning among the students and support the students' literacy learning.