This six-week action research study explored the use of a media-based adaptation of a popular student-centered, extensive reading-based activity known as Literature Circles (LCs). Twenty Chinese students decided upon groups and assigned themselves specific roles before viewing episodes of a selected television series for homework. The prepared roles then served as the basis for a subsequent discussion the following week. Students were observed by their teacher and given self-evaluation surveys bi-weekly, and their notes in preparation for the class discussions were collected in the final week to analyze word count and gauge participation rates. Findings were largely positive, with students remarking upon improved learning autonomy, oral communication skills, and increased cultural awareness. Moreover, observations and class artifacts indicated high participation rates and engagement with the activity on the whole. These results point to several pedagogical implications that should be useful for ESL practitioners teaching oral English to students at secondary or post-secondary institutions by fostering an independent spirit of learning and piquing the interest of students with interesting and meaningful content.