Jigsaw Reading Study

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ABSTRACT Reading comprehension (RC) is a major component of language learning, and finding an appropriate and effective way for teaching it, was considered by many researchers. However, one effective way for achieving this goal can be using jigsaw reading technique. This study aimed at identifying whether co-learning strategy can affect on RC by using the Jigsaw reading technique for learners who really need English for their present work through a tailored course that combines the language and the skills they need today with what they need to progress in the longer term to reach the professional level. Due to reach to goal we used jigsaw which was accomplished on 30 Iranian graduate females in two groups of experimental and control groups…show more content…
The 20 students were matched into two groups of 10.in pre test the results showed no significant differences between groups’ reading scores and the experiment group were in some aspect weak, for instance they remembered little vocabulary and read so slowly and have problem to comprehend text. During the experimental procedure in this study, students in the control group, learned the subject as a result of lecture-based teaching, and they worked as a whole class group. The instructor’s role was one of information transmitter. The main interaction was between the teacher and the students. The instructor determined the speed of delivery, as he taught the material and decided when questions were to be answered and tests were to be administered. It was the students’ responsibility to master the subject and to be ready to do the tests. In the experimental group, the instructor attempted to guide students to learn the content using the jigsaw technique. In this group, the instructor’s role was one of learning facilitator. The interactions were between the learning materials and the students, between students, and between students and the teacher. Each student in an experiment group became acquainted with the sequence of the learning material. When students understood the lesson structure, they were asked to move to new groups called jigsaw groups. There were 3 jigsaw groups of 3 students and one of them had 4 participants. From each group select a specialist who the instructor helped them one after another to learn their respective specialist sections. Consequently 3 students helped one another to learn readings which subunits. After those students had helped each other to learn their learning materials, they were requested to return to their experimental groups to

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