A Study On The Application Of Jigsaw Model To Senior English Reading Teaching

English reading has received increasing attention in the field of English language teaching as a form of language input.The existing studies have found that some teachers neglect students’ reading skills,teacher-student interaction and peer communication in English reading instruction,and that students are not highly motivated to read.With the continuous updating of teaching concepts and the improvement of teachers’ abilities,the methods of teaching English reading have also changed.To meet the requirement of improving students’ comprehensive quality,and developing their skills as proposed by the new curriculum criteria,various cooperative learning modes are used in the classroom.Therefore,the Jigsaw Model is widely used in secondary school classrooms as a cooperative learning model.The Jigsaw Model requires cooperative learning tasks to be completed under the guidance of the teacher,which increases the opportunities for teacher-student interaction and peer communication to a certain extent and may increase students’ motivation to learn.Therefore,this study aims to apply the Jigsaw Model to high school English reading teaching and explore the effects of the Jigsaw Model on students’ reading motivation and reading achievements.To achieve the research objectives,the students were selected from the NO.27 High School in Lanzhou City,Gansu Province,for a three-month experiment.Two classes of senior high school were selected as the subject classes: class 1 and class 2.Class 1 was the experimental class and the Jigsaw Model was used;class 2 was the control class and the PWP Model was used.The research instruments included questionnaire and test paper.The questionnaire was used to test the effect of the Jigsaw Model on students’ English reading motivation,while the test paper was used to test the effect of the Jigsaw Model on students’ reading achievements.Before the experiment,a pre-test was administered to ensure that the reading motivation and achievement of the two classes were at the same level.After the experiment,a post-test was administered to the two classes to explore the effects of the Jigsaw Model on students’ reading achievements and motivation.The data collected in this study were analyzed using SPSS 25.0.The results show that the application of the Jigsaw Model could increase students’ motivation to read,and their reading achievements are improved significantly.These experimental data could also provide some references for future research.In addition,some implications and limitations are presented to provide some assistance for future research.