The Influence of Jigsaw-Based Cooperative Learning on ESL Students' Reading Comprehension Skills

1280 Publisher: EDUCATION GENIUS SOLUTIONS Review Type: Double Blind Peer Review Vol. 3 No.4 2025 Research Consortium Archive P(ISSN) : 3007-0031 E(ISSN) : 3007-004X https://rc-archive.com/index.php/Journal/about The Influence of Jigsaw-Based Cooperative Learning on ESL Students’ Reading Comprehension Skills Amjad Nawaz* Lecturer, Dawood University of Engineering & Technology Karachi Email: [email protected] Muhammad Zaman Lecturer, Department of English, Federal Urdu University of Arts, Sciences & Technology, Karachi Email: [email protected] Muhammad Anwar Senior Lecturer, Department of Humanities & Social Sciences, Bahria University Karachi Campus Email: muhammadanwar[email protected] 1281 This study investigates The Influence of Jigsaw-Based Cooperative Learning on ESL Students’ Reading Comprehension Skills. Employing a quasi-experimental qualitative design, the research examined how the Jigsaw technique impacts ESL learners’ reading comprehension at the tertiary level. A total of 60 students were selected through purposive sampling and divided into two groups: an experimental group, taught through the Jigsaw cooperative learning approach, and a control group, instructed using traditional teacher-centered methods. Pre-tests and post-tests were administered to both groups to measure changes in reading comprehension performance, while qualitative data were collected through classroom observations and semi-structured interviews to explore students’ attitudes and engagement. The findings revealed that learners in the experimental group showed a significant improvement in reading comprehension scores and demonstrated higher levels of motivation and collaboration compared to the control group. The study concludes that the Jigsaw technique is an effective cooperative learning strategy for improving ESL learners’ reading comprehension. It recommends the integration of Jigsaw-based activities into English language teaching practices to promote active learning and deeper text understanding in ESL contexts. Keywords: Jigsaw Technique, Cooperative Learning, Reading Comprehension, Esl Learners Introduction In recent decades, reading comprehension has been recognized as a foundational skill in language education, particularly in English as a Second Language (ESL) contexts, where learners not only decode text but also negotiate meaning in a second language medium (Zaman, Abbasi, & Chandio, 2025). Research in second/foreign language reading emphasizes that comprehension goes beyond word recognition to include inference making, schema activation, and strategic processing of text (for example, Barnwal, 2021). Within such contexts, instructional practices that engage learners actively and socially have gained prominence over purely teacher-centred models of instruction. Cooperative learning, characterised by structured peer interaction, mutual support, and shared responsibility, is one such pedagogical approach with growing empirical support (Johnson, Johnson & Holubec, 2008; Buchs & Butera, 2015). The present study situates itself within this shifting paradigm, seeking to explore how collaborative structures might support ESL learners in improving their reading comprehension. Zaman, M., Wasim, U., & Chandio, A. A. (2025), more specifically, the cooperative learning technique known as the ―Jigsaw‖ method offers a distinctive form of peerteaching and interdependence: students first become ―experts‖ on a segment of material and then teach that segment to their group, thereby constructing a full understanding together. This method has been found to foster engagement, accountability, listening skills, and comprehension gains in a variety of learning domains (Johnson et al., 2007; Stanczak et al., 2022). For example, meta-analytic work found that cooperative learning interventions—including Jigsaw-type designs— yielded considerable effect sizes on academic achievement (e.g., d = 0.88) and enhanced social interaction and self-esteem (Stanczak, 2020; see also Baker & al., 2023). However, the literature also notes variability in outcomes depending on implementation fidelity, student diversity, and disciplinary context. While many studies have explored Jigsaw in science or general education settings (AL-Owaidi, ABSTRACT 1282 2017; Hind & Astuti, 2024), relatively fewer have examined its direct link to reading comprehension in ESL contexts, especially in Pakistan’s tertiary sector. In light of these gaps, this study investigates how implementing a Jigsaw-based cooperative learning intervention influences reading comprehension skills among ESL tertiary-level students in Pakistan. By employing a quasi-experimental design with preand post-tests, and pairing quantitative measures with qualitative insights (e.g., interviews, observations), the research aims both to quantify gains in comprehension and to explore how students experience peer-teaching, collaboration, and text engagement. The study uses purposive sampling to select 60 ESL learners who are divided into experimental and control groups, thereby enabling a comparative evaluation of Jigsaw-based versus traditional reading instruction. Ultimately, the findings are expected to inform pedagogical decisions in English language teaching (ELT) and contribute to improved practice and policy for cooperative reading instruction in Pakistani universities. Problem Statement Despite the increasing emphasis on learner-centered instruction in ESL classrooms, many students continue to struggle with reading comprehension due to traditional teacher-dominated practices. Cooperative learning techniques, particularly the Jigsaw method, have been shown to enhance engagement and comprehension; however, limited empirical research in Pakistani ESL contexts has examined their effectiveness. This study therefore addresses the need to explore how the Jigsaw technique can improve reading comprehension skills among tertiary-level ESL learners. Reseach Objectives To examine the impact of the Jigsaw technique on ESL learners’ reading comprehension performance To compare the reading comprehension outcomes of students taught through Jigsawbased instruction with those taught through traditional methods. To explore learners’ perceptions and experiences of the Jigsaw cooperative learning process Research Questions How does the Jigsaw-based cooperative learning technique affect ESL learners’ reading comprehension skills? Is there a significant difference in reading comprehension achievement between students taught through the Jigsaw technique and those taught through traditional instruction? What are the learners’ perceptions of using the Jigsaw technique in reading comprehension lessons? Significance of the Study This study contributes to English language teaching by providing empirical evidence on the effectiveness of Jigsaw-based cooperative learning in improving reading comprehension among Pakistani ESL learners. The findings may guide educators and curriculum designers in integrating interactive, student-centered techniques that foster collaboration, critical thinking, and deeper comprehension. Additionally, the study offers pedagogical insights for enhancing reading instruction in tertiary-level ESL classrooms within similar educational contexts. 1283 Literature Review Elliot Aronson, a social psychologist, developed the Jigsaw technique as a cooperative learning strategy in the early 1970s to foster student participation, critical thinking, and collaboration (Aronson, 2008). The method derives its name from the concept of assembling a jigsaw puzzle, where each piece is essential to complete the overall picture (Richard, 2004). Initially implemented in classrooms in Austin, Texas, in 1971, the technique was designed to promote interdependence among learners from diverse backgrounds. Aronson (2008) introduced the Jigsaw strategy to help students collaborate effectively, improve lesson comprehension, and promote mutual respect in racially and socially diverse classrooms. The Jigsaw method transforms traditional competitive classroom dynamics into cooperative learning environments where every student contributes a unique portion of the content. Each student becomes an ―expert‖ on a specific subtopic, then shares this expertise with peers, ensuring that the group’s success depends on individual performance. This shared responsibility fosters empathy, reduces prejudice, and enhances social cohesion among students (Aronson & Patnoe, 2011). The approach has since evolved into one of the most widely researched and applied models of cooperative learning in language education and beyond. According to Slavin (2009), the Jigsaw method is highly effective for developing reading, writing, listening, and speaking skills in both school and university contexts. Students working within this framework are provided with multiple opportunities to communicate, negotiate meaning, and construct knowledge collaboratively. The strategy encourages learner autonomy and accountability while improving comprehension and retention of learning material. Through active participation and structured peer interaction, the Jigsaw technique promotes not only academic achievement but also interpersonal development—making it a valuable pedagogical approach in ESL and EFL settings worldwide. Research Methodology Research Design This study employed a quasi-experimental design with a qualitative component to examine the impact of the Jigsaw-based cooperative learning technique on ESL students’ reading comprehension. The design involved two groups: an experimental group, which received instruction through the Jigsaw technique, and a control group, which was taught using traditional teacher-centered methods. The pre-test and posttest model was applied to measure the difference in reading comprehension performance between the two groups. Population and Sampling The population of the study comprised tertiary-level ESL learners enrolled in a university BS English program in Karachi, Pakistan. A total of 60 students were selected through a purposive sampling technique to ensure that participants had comparable English proficiency levels. The participants were then divided equally into two groups of 30 students’ each experimental and control. Instruments for Data Collection The study utilized pre-tests and post-tests to quantitatively assess the learners’ reading comprehension performance before and after the intervention. 1284 Data Collection Procedure The study was conducted over a period of six weeks. During this time, the experimental group received reading instruction through the Jigsaw cooperative learning strategy, while the control group continued with conventional instruction. Both groups completed the same pre-test before the intervention and the same posttest after it. Data Analysis Quantitative data from the preand post-tests were analyzed using descriptive and inferential statistics (mean scores, standard deviation, and t-test) to determine the effect of the Jigsaw technique on reading comprehension. Data Analysis Descriptive Statistics Group Test Type N Mean Standard Deviation (SD) Control Group Pre-test 30 56.40 6.12 Control Group Post-test 30 59.20 5.84 Experimental Group Pre-test 30 55.80 6.45 Experimental Group Post-test 30 72.30 5.67 Both groups began with similar reading comprehension levels, as indicated by close pre-test means (Control = 56.40; Experimental = 55.80). After the intervention, the experimental group that received Jigsaw-based instruction showed a substantial increase in mean scores (72.30), while the control group improved only slightly (59.20). Inferential Statistics (Paired Samples t-Test) Group Comparison Mean Difference tvalue p-value (2tailed) Interpretation Control Group Pre vs. Post 2.80 1.97 0.058 Not significant (p > .05) Experimental Group Pre vs. Post 16.50 9.45 0.000 Significant (p < .001) The paired samples t-test revealed that the improvement in the control group was not statistically significant, whereas the experimental group demonstrated a highly significant improvement (p < .001), indicating that the Jigsaw technique had a strong positive effect on learners’ reading comprehension. Independent Samples t-Test (Post-test Comparison) Comparison Mean Difference tvalue p-value (2tailed) Interpretation Experimental vs. Control (Post-test) 13.10 7.82 0.000 Significant (p < .001) The post-test results indicate a statistically significant difference between the control and experimental groups. Learners exposed to Jigsaw-based cooperative learning 1285 performed substantially better than those taught through traditional methods. Discussion The findings of this study clearly demonstrate that the Jigsaw-based cooperative learning technique significantly improved ESL learners’ reading comprehension performance compared to traditional instructional methods. Both the experimental and control groups began the intervention with nearly identical reading comprehension levels, as reflected in their pre-test means (56.40 and 55.80, respectively). However, the post-test results revealed a striking difference, with the experimental group achieving a mean score of 72.30 compared to 59.20 in the control group. This indicates that students engaged in Jigsaw learning developed stronger comprehension and analytical reading skills, likely due to the active collaboration, peer explanation, and shared responsibility inherent in the technique. The paired samples t-test results further support this finding. While the control group’s improvement from pre-test to post-test (mean difference = 2.80; p > .05) was statistically insignificant, the experimental group showed a highly significant gain (mean difference = 16.50; p < .001). This suggests that Jigsaw-based cooperative learning effectively enhances reading comprehension through student-centered engagement. These results are consistent with previous studies (e.g., Johnson & Johnson, 2013; Buchs & Butera, 2015) that highlight cooperative learning’s role in fostering cognitive growth and social interaction among language learners. Moreover, the independent samples t-test comparing post-test scores between groups (mean difference = 13.10; t = 7.82; p < .001) confirms a statistically significant difference in favor of the experimental group. This finding aligns with research indicating that cooperative techniques like Jigsaw promote deeper understanding by encouraging learners to explain, summarize, and reconstruct knowledge collaboratively (Stanczak, 2020; Reading Rockets, n.d.). In the context of Pakistani ESL classrooms where traditional teaching often dominates—these results underscore the pedagogical value of integrating cooperative learning methods to improve reading comprehension outcomes. Conclusion The findings of this study confirmed that the Jigsaw-based cooperative learning technique significantly enhances ESL learners’ reading comprehension compared to traditional instruction. The experimental group’s notable improvement in post-test performance highlights the effectiveness of student-centered, interactive learning environments. The results emphasize that engaging learners in peer teaching, group interdependence, and collaborative discussion fosters deeper text understanding and critical thinking. Therefore, the Jigsaw technique proves to be a practical and effective approach for improving reading comprehension in tertiary-level ESL classrooms in Pakistan. Applications of the Study The outcomes of this research have important pedagogical implications for English language teaching. Teachers can incorporate the Jigsaw strategy into reading lessons to promote collaboration, learner autonomy, and active participation. Curriculum designers may embed cooperative learning frameworks within reading courses to enhance comprehension and motivation. Additionally, teacher training programs can use this model to equip educators with practical strategies for implementing interactive learning methods in ESL contexts. 1286 Suggestions for Future Research Future studies could expand this research by involving larger and more diverse samples from different educational levels and regions. A longitudinal design may be employed to examine the sustained effects of Jigsaw learning on reading proficiency over time. Moreover, future researchers can explore the impact of digital or technology-assisted Jigsaw models to assess how virtual collaboration tools support reading comprehension in online or blended ESL classrooms. References Aronson, E. (2008). The Jigsaw Classroom. Sage Publications. Aronson, E., & Patnoe, S. (2011). Cooperation in the Classroom: The Jigsaw Method (3rd ed.). Pinter & Martin. Richard, J. C. (2004). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press. Buchs, C., & Butera, F. (2015). Cooperative learning and social interdependence theory: Basic features and future directions. In R. Gillies (Ed.), Collaborative learning: Developments in research and practice (pp. 9–23). Nova Science Publishers. Johnson, D. W., & Johnson, R. T. (2013). 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