Improving reading comprehension of EFL students using the jigsaw technique

This study aimed to investigate whether the jigsaw technique can improve beginner EFL students reading comprehension and the students’ perceptions towards using the jigsaw technique in the classroom. A total of sixteen grade nine (Mattayom 3) students who were studying fundamental English in the second semester of academic year 2020 at a public school in Bangkok, Thailand participated in the study. The participants learned through the jigsaw reading activities five times. A reading comprehension pretest and posttest was used as the main instrument to determine whether the jigsaw technique can improve beginner EFL students’ reading comprehension. Additionally, the IMI questionnaire was used to examine students’ perceptions towards the use of the jigsaw technique in the classroom. The pre-test and post-test scores, together with the data derived from the IMI questionnaire, were analyzed by calculating descriptive statistics. The findings revealed that the jigsaw technique can help improve beginner EFL students’ reading comprehension, and the students perceived the jigsaw technique positively after experiencing the jigsaw reading classes.