Enhancing pre-intermediate EFL learners’ reading comprehension through the use of Jigsaw technique

Abstract

This study aimed to check the effect of Jigsaw technique on Iranian English as a foreign language (EFL) learners’ reading comprehension. In this project, 50 Iranian pre-intermediate EFL learners (16 to 18 years) participated in 20 sessions (2 sessions held in each week). Half the students were taught through jigsaw technique (experimental group). The others were taught traditionally (control group). Using a before and after design, students were retested after 10 weeks. On a posttest of L2 reading comprehension, means testing revealed that the experimental group outperformed the control group. The findings have fundamental implications for EFL teachers who aim to provide a cooperative learning context for the learners. We propose that, under cooperative conditions, there can be clear advantages for EFL learners to spend time mastering L2 materials.

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