The effect of Jigsaw II versus whole class instruction on EFL students' reading motivation and achievement

النوع : Mémoire

This study aims at investigating the question of whether Jigsaw II is more effec tive than whole class instruction in improving learners' reading achievement and motivation. The participants are 44 grade five students in a private school in Lebanon. The students were randomly assigned to control and experimental conditi ons and a only control group design was employed. The experimental group was ins tructed post-test according to the dynamics of the Jigsaw II method whereas the control group was taught according to whole class instruction. The treatment las ted for eight weeks. Two posttests GMRT and MRP were administrated at the conclu sion of the study. The GMRT assesses two dimensions of reading comprehension: a) vocabulary acquisition and b) reading comprehension. The MRP assesses two dimen sions of reading motivation a) reading self- concept and b) reading value. A multivariate analysi s of variance (MANOVA) was conducted to compare the results of both groups. The treatment with two levels (control and experimental) was the factor, and reading comprehension, vocabulary acquisition, reading self concept, reading value and reading motivation were the dependent variables. Results indicated that Jigsaw h ad a significant effect on students' self concepts as reader, the value they place on reading and their reading motivation. However, no significant differences were found in fav or of Jigsaw II on the variables of vocabulary acquisition and reading comprehen sion.