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THE EFFECTIVENESS OF USING JIGSAW STRATEGY IN COMPARISON TO TRADITIONAL LECTURING IN ENHANCING READING COMPREHENSION SKILLS OF SAUDI EFL LEARNERS

Year 2022, , 247 - 260, 07.01.2023

Mustafa Elsayed

https://doi.org/10.18768/ijaedu.1197483
Cited By: 1

Abstract

This experimental study aims to investigate the effectiveness of using Jigsaw strategy in comparison to traditional lecturing in enhancing ICP EFL students’ reading comprehension skills. The experiment was conducted in an ICP EFL reading comprehension course, a five credit course, with five hours of instruction per week, over the first semester of 2021-2022 academic year. Forty ICP EFL students of Sciences and Arts College taking EFL reading comprehension course took part in this study, with 20 students in the experimental group and 20 in the control group. The experimental group received a Jigsaw strategy instruction, whereas the control group received a traditional lecturing instruction. The sole instrument used in this study was an identical pre-post EFL reading comprehension test. Both of the experimental and control groups were administered pre and post EFL reading comprehension tests. The pre- and post- scores from the EFL reading comprehension tests were calculated for descriptive statistics and compared using a t Test. The findings of the study indicated that there were statistically significant differences in favor of the effectiveness of using Jigsaw strategy instruction in enhancing ICP EFL students’ reading comprehension skills. The students’ scores in EFL reading comprehension were higher for the post-test than the pre-test after being subject to Jigsaw strategy instruction. Most literature published on using cooperative learning strategies in the Saudi higher education context did not focus on using Jigsaw strategy in teaching EFL reading comprehension for ICP EFL students. To the best of the researcher’s knowledge, this is the first paper to investigate the effectiveness of using Jigsaw strategy in teaching EFL reading comprehension for secondary school leavers without prior experience with cooperative learning strategies like ICP EFL students. In conclusion, EFL reading comprehension instructors are highly recommended to use Jigsaw strategy instruction in EFL reading comprehension courses.

Keywords

Jigsaw Strategy EFL reading comprehension Intensive Course Programme

References

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  • Al Abik, W. (2014). Assessment of reading comprehension of Saudi students majoring in English at Qassim University, Saudi Arabia. Studies in Literature and Language, 9(1), 155-162.
  • Al-Mansour, N., & Al-Shorman, R. (2011). The effect of teacher's storytelling aloud on the reading comprehension of Saudi elementary stage students. Riyadh, Saudi Arabia: College of Languages and Translation, King Saud University.
  • Al-Salkhi, M. A. (2015). The effectiveness of jigsaw strategy on the achievement and learning motivation of the 7th primary grade students in the Islamic education. International Journal of Humanities and Social Science, 5(4), 111–118. http://www.ijhssnet.com/journals/Vol_5_No_4_April_2015/12.pdf
  • Aronson, E., Bridgeman, D. L., & Geffner, R. (1978). The effects of a cooperative classroom structure on students’ behavior and attitudes. In D. Bar-Tal & L. Saxe (Eds.), Social psychology of education: Theory and research. Hemisphere, 97–113.
  • Aronson, E., & Bridgeman, D. L. (1979). Jigsaw groups and the desegregated classroom: In pursuit of common goals. Personality and Social Psychology Bulletin, 5(4), 438–466. https://doi.org/10.1177/014616727900500405
  • Aronson, E. (2010). Overview of the technique. Jigsaw Classroom. Retrieved on October 10, 2021 form http://www.jigsaw.org/overview.htm
  • Azmin, N. H. (2016). Effect of the jigsaw-based cooperative learning method on student performance in the general certificate of education advanced-level psychology: An exploratory Brunei case study. International Education Studies, 9(1), 91–106. https://doi.org/10.5539/ies.v9n1p91
  • Berry, R. (2003). Creating cooperative classrooms. Education Digest, 69(2), 39-42. Retrieved from http://www.eddigest.com
  • Block, C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. Guilford Press.
  • Bolukbas, F., Keskin, F., & Polat, M. (2011). The effectiveness of cooperative learning in the reading comprehension skills in Turkish as a foreign language. The Turkish Online Journal of Educational Technology, 10(4), 330-335.
  • Brown, D. (2007). Principles of language learning and teaching (5th ed.). Prentice Hall.
  • Chen, H. C. (1998). The performance of junior college students studying English through cooperative learning. Academic Journal of Kang-Ning, 1(1), 73-88.
  • Elsayed, M. M. S. (2018). The Effectiveness of using ‘Learning Together Instruction ‘in improving reading comprehension among EFL undergraduates in the Kingdom of Saudi Arabia (Doctoral dissertation, Universiti Sains Islam Malaysia).
  • Elsayed, M. M. S., & Puteh- Behak, F. (2017). Saudi undergraduate EFL students ‘perceptions towards learning together strategy implementation in an EFL reading comprehension course. International E-Journal of Advances in Education, 3(8), 289-297.
  • Etemadfar, P., Namaziandost, E., & Banari, R. (2019). The impact of different output-based task repetition conditions on producing speech acts among Iranian advanced EFL learners. Theory and Practice in Language Studies, 9(12), 1541–1549. https://doi.org/10.17507/tpls.0912.10
  • Ghaith, G. M. (2003). Effects of the Learning Together Model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation. Bilingual Research Journal, 27, 451-474. http://dx.doi.org/10.1080%2F15235882.2003.10162603
  • Gillies, R. M. (2007). Cooperative learning: Integrating theory and practice. Los Angeles, CA: Sage.
  • Gladstone, C. (2013). The Jigsaw method: A cooperative learning strategy. Yogyakarta: Pustaka Pelajar. Retrieved October, 2021, from http://mindgatemedia.com/lesson/the-jigsaw-method-teachingstudentsto-teach-each-other/
  • Gomleksiz, M. N. (2007). Effectiveness of cooperative learning (jigsaw II) method on teaching English as a foreign language to engineering students (Case of Firat University, Turkey). European Journal of Engineering Education, 32(5), 613-625.
  • Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
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  • Johnson, D. W., Johnson, R. T. (2002). Cooperative learning methods: A meta-analysis. Journal of Research in Education, 12(1), 5-24.
  • Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1998). Cooperative in Classroom (7th ed.). Edina, MN: Interaction Book Company.
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college. Change, 30 (4), 26–35. https://doi.org/10.1080/00091389809602629
  • Johnson, R. T., & Johnson, D. W. (1990). Circles of learning: Cooperation in the classroom. Interaction Book Company.
  • Jang, S.-J. (2007). A study of student’s construction of science knowledge: Talk and writing in a collaborative group. Educational Research, 49(1), 65-81. doi:10.1080/00131880701200781
  • Jolliffe, W. (2007). Cooperative learning in the classroom: Putting it into practice. London, England: Chapman.
  • Kagan, S. (1994). Cooperative Learning. San Clemente, CA: Resources for Teachers, Inc.
  • King, I. C. (2003). Examining middle school inclusion classrooms through the lens of learner-centered principles. Theory into Practice, 42, 151-158. doi:10.1207/ s15430421tip4202_9
  • King, P. E., & Behnke, R. R. (2005). Problems associated with evaluating student performance in groups. College Teaching, 52, 57-61. doi:10.3200/CTCH.53.2.57-61
  • Koda, K. (2005). Insights into second language reading: A cross linguistic approach. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017%2FCBO9781139524841
  • Kuder, G. F., & Richardson, M. W. (1937). The theory of the estimation of test reliability. Psychometrika, 2(3), 151–160. https://doi.org/10.1007/BF02288391
  • Kumar, V. C. S., Kalasuramath, S., Patil, S., Kumar, R. K. G., Taj, S. K. R., Jayasimha, V. L., Basavarajappa, K.G., Shashikala, P., Kukkamalla, A., & Chacko, T. (2017). Effect of jigsaw co-operative learning method in improving cognitive skills among medical students. Int J Curr Microbiol, 6(3), 164–173. https://doi.org/10.20546/ijcmas.2017.603.018
  • Liao, H. C. (2009). Cooperative learning and EFL education: The past, the present, and the future. Journal of National Taichung University: Humanities & Arts, 23(2), 87-108.
  • Manolas, E., & Filho, W. L. (2011). The use of cooperative learning in dispelling student misconceptions on climate change. Journal of Baltic Science Education, 10(3), 168-182.
  • Mathewson, G. C. (1994). Model of attitude influence upon reading and learning to read. In R. B. Ruddell, M. P.Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed.). Newark, DE: International Reading Association. http://dx.doi.org/10.1598%2F0872075028.50
  • Miaz, Y. (2015). Improving students’ achievement of social science by using jigsaw cooperative learning model at primary school. IOSR Journal of Research & Method in Education, 5(4), 1–7. doi: 10.9790/7388-05420107
  • Millis, B., & Cottell, P. (Eds.). (1998). Cooperative learning for higher education faculty. Oryx Press.
  • Namaziandost, E., Hosseini, E., & Utomo, D. W. (2020). A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners. Cogent Arts and Humanities, 7(1). https://doi.org/10.1080/23311983.2020.1715525
  • Namaziandost, E., Nasri, M., & Ziafar, M. (2019). Comparing the impacts of various inputs (I + 1 & I-1) on pre-intermediate EFL learners’ reading comprehension and reading motivation: The case of Ahvazi learners. Asian-Pacific Journal of Second and Foreign Language Education, 4(13), 1–20. https://doi.org/10.1186/s40862-019-0079-1
  • Namaziandost, E., Neisi, L., Kheryadi, & Nasri, M. (2019). Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus. Cogent Education, 6(1),1–15. https://doi.org/10.1080/2331186X.2019.1683933
  • Namaziandost, E., Neisi, L., Mahdavirad, F., & Nasri, M. (2019). The relationship between listening comprehension problems and strategy usage among advance EFL learners. Cogent Psychology, 6(1), 1–19. https://doi.org/10.1080/23311908.2019.1691338
  • Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5 (3), 83–101. https://doi.org/10.17323/jle.2019.9809
  • Namaziandost, E., Rezvani, E., & Polemikou, A. (2020). The impacts of visual input enhancement, semantic input enhancement, and input flooding on L2 vocabulary among Iranian intermediate EFL learners. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1726606
  • Namaziandost, E., Gilakjani, A., & Hidayatullah. (2020). Enhancing pre-intermediate EFL learners’ reading comprehension through the use of Jigsaw technique, Cogent Arts & Humanities, 7:1, 1738833, DOI: 10.1080/23311983.2020.1738833 https://doi.org/10.1080/23311983.2020.1738833
  • Ning, H. (2011). Adapting cooperative learning in tertiary ELT. ELT Journal, 65(1), 60-70. http://dx.doi.org/10.1093%2Felt%2Fccq021
  • Nusrath, A, Dhananjaya, S. P. H, Dyavegowda, N, Arasegowda, R, Ningappa, A, & Begum, R. (2019). Jigsaw classroom: is it an effective method of teaching and learning? student’s opinions and experience. Journal of Clinical and Diagnostic Research, 13(2), 1-4.
  • Pamela Hartman, James Mentel, Ahmed Motala (2007). Interactions Access Reading (Middle East Diamond Edition). McGraw-Hill.
  • Persky, A. M., & Pollack, G. M. A. (2009). Hybrid jigsaw approach to teaching renal clearance concepts. American Journal of Pharmaceutical Education, 73 (3), 1–6. https://doi.org/10.5688/aj730349
  • Phillips, D. (2001). Longman complete course for the TOEFL test: Preparation for the computer and paper tests. White Plains, N.Y: Longman.
  • Rogers, R. (2011). The complete guide to the TOEFL test. Boston, MA: Sherrise Roehr.
  • Sahin, A. (2010). Effects of jigsaw II technique on academic achievement and attitude to written expression course. Educational Research and Reviews, 5(12), 777–787. https://academicjournals.org/journal/ERR/article-abstract/33E2E094215
  • Saulnier, B. M., Landry, J. P., Longenecker, H. E., Jr., Wagner, T. A. (2008). From teaching to learning: Learning-centered teaching and assessments in information systems education. Journal of Information Systems Education, 19(2), 169-174. Retrieved from http://www.jise.org/
  • Schmuck, R. A., & Schmuck, P. A. (1997). Group processes in the classroom (7th ed.). Times Mirror Company.
  • Suh, J. S. (2009). Reading concepts in cooperative work by EFL college students. English Teaching, 64(2), 151-171.
  • Suparman, U. (2011). Developing Reading Skills and Strategies: Intermediate Level. Tangerang Selatan: Matabaca Publisher.
  • Suyanto. (2012). Jigsaw as a Cooperative Learning Technique for Students. Focusing on the Language Learners. New Delhi: Tata McGPAW-Hill Publishing Company. LTD.
  • Tahmasbi, S., Hashemifardnia, A., & Namaziandost, E. (2019). Standard English or world Englishes: Issues of ownership and preference. Journal of Teaching English Language Studies, 7(3), 83-+98. http://www.iaujournals.ir/article_665009_bc918242d35f565d74a0b19073056696.pdf The Saudi Network, TOEL Results in Saudi Arabia. Retrieved from https://sauditestprep.wordpress.com/2011/07/14/toefl-saudi-arabia-results/
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Year 2022, , 247 - 260, 07.01.2023

Mustafa Elsayed

https://doi.org/10.18768/ijaedu.1197483
Cited By: 1

Abstract

References

  • Ahmadi, M. R., & Pourhossein, A. G. (2012). Reciprocal teaching strategies and their impacts on English reading comprehension. Theory and Practice in Language Studies, 2(10), 2053–2060. https://doi.org/10.4304/tpls.2.10.2053-2060
  • Al Abik, W. (2014). Assessment of reading comprehension of Saudi students majoring in English at Qassim University, Saudi Arabia. Studies in Literature and Language, 9(1), 155-162.
  • Al-Mansour, N., & Al-Shorman, R. (2011). The effect of teacher's storytelling aloud on the reading comprehension of Saudi elementary stage students. Riyadh, Saudi Arabia: College of Languages and Translation, King Saud University.
  • Al-Salkhi, M. A. (2015). The effectiveness of jigsaw strategy on the achievement and learning motivation of the 7th primary grade students in the Islamic education. International Journal of Humanities and Social Science, 5(4), 111–118. http://www.ijhssnet.com/journals/Vol_5_No_4_April_2015/12.pdf
  • Aronson, E., Bridgeman, D. L., & Geffner, R. (1978). The effects of a cooperative classroom structure on students’ behavior and attitudes. In D. Bar-Tal & L. Saxe (Eds.), Social psychology of education: Theory and research. Hemisphere, 97–113.
  • Aronson, E., & Bridgeman, D. L. (1979). Jigsaw groups and the desegregated classroom: In pursuit of common goals. Personality and Social Psychology Bulletin, 5(4), 438–466. https://doi.org/10.1177/014616727900500405
  • Aronson, E. (2010). Overview of the technique. Jigsaw Classroom. Retrieved on October 10, 2021 form http://www.jigsaw.org/overview.htm
  • Azmin, N. H. (2016). Effect of the jigsaw-based cooperative learning method on student performance in the general certificate of education advanced-level psychology: An exploratory Brunei case study. International Education Studies, 9(1), 91–106. https://doi.org/10.5539/ies.v9n1p91
  • Berry, R. (2003). Creating cooperative classrooms. Education Digest, 69(2), 39-42. Retrieved from http://www.eddigest.com
  • Block, C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. Guilford Press.
  • Bolukbas, F., Keskin, F., & Polat, M. (2011). The effectiveness of cooperative learning in the reading comprehension skills in Turkish as a foreign language. The Turkish Online Journal of Educational Technology, 10(4), 330-335.
  • Brown, D. (2007). Principles of language learning and teaching (5th ed.). Prentice Hall.
  • Chen, H. C. (1998). The performance of junior college students studying English through cooperative learning. Academic Journal of Kang-Ning, 1(1), 73-88.
  • Elsayed, M. M. S. (2018). The Effectiveness of using ‘Learning Together Instruction ‘in improving reading comprehension among EFL undergraduates in the Kingdom of Saudi Arabia (Doctoral dissertation, Universiti Sains Islam Malaysia).
  • Elsayed, M. M. S., & Puteh- Behak, F. (2017). Saudi undergraduate EFL students ‘perceptions towards learning together strategy implementation in an EFL reading comprehension course. International E-Journal of Advances in Education, 3(8), 289-297.
  • Etemadfar, P., Namaziandost, E., & Banari, R. (2019). The impact of different output-based task repetition conditions on producing speech acts among Iranian advanced EFL learners. Theory and Practice in Language Studies, 9(12), 1541–1549. https://doi.org/10.17507/tpls.0912.10
  • Ghaith, G. M. (2003). Effects of the Learning Together Model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation. Bilingual Research Journal, 27, 451-474. http://dx.doi.org/10.1080%2F15235882.2003.10162603
  • Gillies, R. M. (2007). Cooperative learning: Integrating theory and practice. Los Angeles, CA: Sage.
  • Gladstone, C. (2013). The Jigsaw method: A cooperative learning strategy. Yogyakarta: Pustaka Pelajar. Retrieved October, 2021, from http://mindgatemedia.com/lesson/the-jigsaw-method-teachingstudentsto-teach-each-other/
  • Gomleksiz, M. N. (2007). Effectiveness of cooperative learning (jigsaw II) method on teaching English as a foreign language to engineering students (Case of Firat University, Turkey). European Journal of Engineering Education, 32(5), 613-625.
  • Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
  • Haryanto, G. (2012). Pengertian model pembelajaran kooperatif jigsaw. Jakarta: PT. Rineka Cipta. Retrieved October, 2021, from http://belajarpsikologi.com/model-pembelajaran-kooperatif-jigsaw/4
  • Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Interaction Books.
  • Johnson, D. W., & Johnson, R. T. (1994). Learning Together and Alone: Cooperative, competitive and individual learning. Boston: Allyn and Bacon.
  • Johnson, D. W., Johnson, R. T. (2002). Cooperative learning methods: A meta-analysis. Journal of Research in Education, 12(1), 5-24.
  • Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1998). Cooperative in Classroom (7th ed.). Edina, MN: Interaction Book Company.
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college. Change, 30 (4), 26–35. https://doi.org/10.1080/00091389809602629
  • Johnson, R. T., & Johnson, D. W. (1990). Circles of learning: Cooperation in the classroom. Interaction Book Company.
  • Jang, S.-J. (2007). A study of student’s construction of science knowledge: Talk and writing in a collaborative group. Educational Research, 49(1), 65-81. doi:10.1080/00131880701200781
  • Jolliffe, W. (2007). Cooperative learning in the classroom: Putting it into practice. London, England: Chapman.
  • Kagan, S. (1994). Cooperative Learning. San Clemente, CA: Resources for Teachers, Inc.
  • King, I. C. (2003). Examining middle school inclusion classrooms through the lens of learner-centered principles. Theory into Practice, 42, 151-158. doi:10.1207/ s15430421tip4202_9
  • King, P. E., & Behnke, R. R. (2005). Problems associated with evaluating student performance in groups. College Teaching, 52, 57-61. doi:10.3200/CTCH.53.2.57-61
  • Koda, K. (2005). Insights into second language reading: A cross linguistic approach. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017%2FCBO9781139524841
  • Kuder, G. F., & Richardson, M. W. (1937). The theory of the estimation of test reliability. Psychometrika, 2(3), 151–160. https://doi.org/10.1007/BF02288391
  • Kumar, V. C. S., Kalasuramath, S., Patil, S., Kumar, R. K. G., Taj, S. K. R., Jayasimha, V. L., Basavarajappa, K.G., Shashikala, P., Kukkamalla, A., & Chacko, T. (2017). Effect of jigsaw co-operative learning method in improving cognitive skills among medical students. Int J Curr Microbiol, 6(3), 164–173. https://doi.org/10.20546/ijcmas.2017.603.018
  • Liao, H. C. (2009). Cooperative learning and EFL education: The past, the present, and the future. Journal of National Taichung University: Humanities & Arts, 23(2), 87-108.
  • Manolas, E., & Filho, W. L. (2011). The use of cooperative learning in dispelling student misconceptions on climate change. Journal of Baltic Science Education, 10(3), 168-182.
  • Mathewson, G. C. (1994). Model of attitude influence upon reading and learning to read. In R. B. Ruddell, M. P.Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed.). Newark, DE: International Reading Association. http://dx.doi.org/10.1598%2F0872075028.50
  • Miaz, Y. (2015). Improving students’ achievement of social science by using jigsaw cooperative learning model at primary school. IOSR Journal of Research & Method in Education, 5(4), 1–7. doi: 10.9790/7388-05420107
  • Millis, B., & Cottell, P. (Eds.). (1998). Cooperative learning for higher education faculty. Oryx Press.
  • Namaziandost, E., Hosseini, E., & Utomo, D. W. (2020). A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners. Cogent Arts and Humanities, 7(1). https://doi.org/10.1080/23311983.2020.1715525
  • Namaziandost, E., Nasri, M., & Ziafar, M. (2019). Comparing the impacts of various inputs (I + 1 & I-1) on pre-intermediate EFL learners’ reading comprehension and reading motivation: The case of Ahvazi learners. Asian-Pacific Journal of Second and Foreign Language Education, 4(13), 1–20. https://doi.org/10.1186/s40862-019-0079-1
  • Namaziandost, E., Neisi, L., Kheryadi, & Nasri, M. (2019). Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus. Cogent Education, 6(1),1–15. https://doi.org/10.1080/2331186X.2019.1683933
  • Namaziandost, E., Neisi, L., Mahdavirad, F., & Nasri, M. (2019). The relationship between listening comprehension problems and strategy usage among advance EFL learners. Cogent Psychology, 6(1), 1–19. https://doi.org/10.1080/23311908.2019.1691338
  • Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5 (3), 83–101. https://doi.org/10.17323/jle.2019.9809
  • Namaziandost, E., Rezvani, E., & Polemikou, A. (2020). The impacts of visual input enhancement, semantic input enhancement, and input flooding on L2 vocabulary among Iranian intermediate EFL learners. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1726606
  • Namaziandost, E., Gilakjani, A., & Hidayatullah. (2020). Enhancing pre-intermediate EFL learners’ reading comprehension through the use of Jigsaw technique, Cogent Arts & Humanities, 7:1, 1738833, DOI: 10.1080/23311983.2020.1738833 https://doi.org/10.1080/23311983.2020.1738833
  • Ning, H. (2011). Adapting cooperative learning in tertiary ELT. ELT Journal, 65(1), 60-70. http://dx.doi.org/10.1093%2Felt%2Fccq021
  • Nusrath, A, Dhananjaya, S. P. H, Dyavegowda, N, Arasegowda, R, Ningappa, A, & Begum, R. (2019). Jigsaw classroom: is it an effective method of teaching and learning? student’s opinions and experience. Journal of Clinical and Diagnostic Research, 13(2), 1-4.
  • Pamela Hartman, James Mentel, Ahmed Motala (2007). Interactions Access Reading (Middle East Diamond Edition). McGraw-Hill.
  • Persky, A. M., & Pollack, G. M. A. (2009). Hybrid jigsaw approach to teaching renal clearance concepts. American Journal of Pharmaceutical Education, 73 (3), 1–6. https://doi.org/10.5688/aj730349
  • Phillips, D. (2001). Longman complete course for the TOEFL test: Preparation for the computer and paper tests. White Plains, N.Y: Longman.
  • Rogers, R. (2011). The complete guide to the TOEFL test. Boston, MA: Sherrise Roehr.
  • Sahin, A. (2010). Effects of jigsaw II technique on academic achievement and attitude to written expression course. Educational Research and Reviews, 5(12), 777–787. https://academicjournals.org/journal/ERR/article-abstract/33E2E094215
  • Saulnier, B. M., Landry, J. P., Longenecker, H. E., Jr., Wagner, T. A. (2008). From teaching to learning: Learning-centered teaching and assessments in information systems education. Journal of Information Systems Education, 19(2), 169-174. Retrieved from http://www.jise.org/
  • Schmuck, R. A., & Schmuck, P. A. (1997). Group processes in the classroom (7th ed.). Times Mirror Company.
  • Suh, J. S. (2009). Reading concepts in cooperative work by EFL college students. English Teaching, 64(2), 151-171.
  • Suparman, U. (2011). Developing Reading Skills and Strategies: Intermediate Level. Tangerang Selatan: Matabaca Publisher.
  • Suyanto. (2012). Jigsaw as a Cooperative Learning Technique for Students. Focusing on the Language Learners. New Delhi: Tata McGPAW-Hill Publishing Company. LTD.
  • Tahmasbi, S., Hashemifardnia, A., & Namaziandost, E. (2019). Standard English or world Englishes: Issues of ownership and preference. Journal of Teaching English Language Studies, 7(3), 83-+98. http://www.iaujournals.ir/article_665009_bc918242d35f565d74a0b19073056696.pdf The Saudi Network, TOEL Results in Saudi Arabia. Retrieved from https://sauditestprep.wordpress.com/2011/07/14/toefl-saudi-arabia-results/
  • Tompkins, G. E. (2011). Literacy for the 21st century: A balanced approach (4th ed.). Pearson, Merrill, Prentice Hall.
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There are 66 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Mustafa Elsayed

Publication Date January 7, 2023
Submission Date October 31, 2022
Published in Issue Year 2022

Cite

EndNote Elsayed M (January 1, 2023) THE EFFECTIVENESS OF USING JIGSAW STRATEGY IN COMPARISON TO TRADITIONAL LECTURING IN ENHANCING READING COMPREHENSION SKILLS OF SAUDI EFL LEARNERS. IJAEDU- International E-Journal of Advances in Education 8 24 247–260.

Cited By

The Effects of Teacher-Centered and Student-Centered Approaches in TOEIC Reading Instruction
Education Sciences
https://doi.org/10.3390/educsci14020181

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