American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 27, April - 2024 22 | P a g e USE OF JIGSAW READING ACTIVITIES IN TEACHING ENGLISH Elmuratova Zamira Khodjamuratovna Senior Teacher, Nukus State Pedagogical Institute Nukus, Uzbekistan Abstract: The use of innovative teaching methodologies is crucial in enhancing English language learning outcomes among students. One such approach is the incorporation of jigsaw reading activities, which promote active engagement, collaboration, and critical thinking skills. This article explores the efficacy of jigsaw reading activities in English language classrooms and examines their impact on students' language proficiency, comprehension, and motivation. Through a review of existing literature and empirical evidence, this study sheds light on the benefits of implementing jigsaw reading activities and provides practical insights for educators seeking to enhance their teaching practices. Keywords: Jigsaw reading, English language teaching, language proficiency, collaborative learning, comprehension, motivation. Introduction In the realm of English language education, innovative pedagogical approaches are continually sought after to enhance student engagement, comprehension, and language proficiency. One such approach that has gained considerable attention is the use of jigsaw reading activities. Originally developed in the field of social psychology by Elliot Aronson, the jigsaw technique involves dividing students into small groups to collaboratively read and discuss different sections of a text before reconvening to share their insights with the larger group [1]. This method has shown promising results in fostering active learning, promoting peer interaction, and improving comprehension among language learners. The rationale behind employing jigsaw reading activities lies in its ability to address some of the common challenges faced in English language teaching. Traditional classroom settings often struggle to accommodate diverse learning styles and maintain student engagement during reading tasks. However, the jigsaw approach offers a solution by providing students with an opportunity to actively participate in the learning process [2]. By working collaboratively to understand and synthesize information, students are more likely to retain and apply their knowledge effectively. Furthermore, research suggests that the jigsaw technique can enhance students' critical thinking skills and promote deeper levels of understanding. By assigning different sections of a text to each group member, students are encouraged to critically analyze the content and extract key information [3]. Through subsequent group discussions, students have the American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 27, April - 2024 23 | P a g e opportunity to compare and contrast their findings, leading to a more comprehensive understanding of the material. Moreover, the collaborative nature of jigsaw reading activities fosters a supportive learning environment where students can exchange ideas, clarify misconceptions, and offer peer support. This peer interaction not only enhances students' language skills but also promotes social and emotional development [4]. Students learn to communicate effectively, respect diverse perspectives, and work cooperatively towards a common goal. Additionally, jigsaw reading activities align with the principles of learner-centered instruction, where students take an active role in constructing their knowledge. By providing students with a degree of autonomy and responsibility for their learning, educators empower them to become independent and lifelong learners [5]. This shift towards student-centered pedagogy has been shown to increase motivation, engagement, and overall learning outcomes. In light of these benefits, the use of jigsaw reading activities holds significant promise for English language educators seeking to create dynamic and interactive learning environments. By harnessing the collaborative power of small-group learning, educators can facilitate meaningful learning experiences that enhance students' language proficiency and critical thinking skills. Throughout this article, we will explore the theoretical foundations of the jigsaw technique, its practical implementation in the English language classroom, and its impact on student learning and engagement. The jigsaw technique is a collaborative learning strategy where students work together to become "experts" on specific topics and then share their knowledge with their peers. This method fosters cooperation, communication, and active engagement among students, making it particularly suitable for language learning contexts. Recent research has provided valuable insights into the effectiveness of jigsaw reading activities. For instance, a study investigated the impact of jigsaw reading on Chinese college students' English reading comprehension. The findings revealed that students who participated in jigsaw reading activities showed significant improvement in their reading comprehension skills compared to those in the control group. Similarly, another study explored the effects of jigsaw reading tasks on EFL (English as a Foreign Language) learners' reading comprehension and vocabulary acquisition. The results demonstrated that jigsaw reading activities led to enhanced comprehension and vocabulary development among the participants. Moreover, research examined the use of jigsaw reading in promoting critical thinking skills among ESL (English as a Second Language) learners. The study found that jigsaw reading tasks stimulated learners' critical thinking abilities by encouraging them to analyze and synthesize information from different sources. Additionally, another study investigated the effectiveness of jigsaw reading activities in improving speaking proficiency among English learners. The results indicated that collaborative reading tasks facilitated meaningful interactions and oral communication practice, leading to improved speaking skills. American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 27, April - 2024 24 | P a g e Furthermore, recent studies have highlighted the importance of incorporating technology into jigsaw reading activities to enhance their effectiveness in language learning contexts. For example, research explored the integration of online jigsaw reading platforms in EFL classrooms and found that digital tools enriched the learning experience and promoted greater engagement among students. Overall, these studies underscore the efficacy of jigsaw reading activities in promoting various language skills, including reading comprehension, vocabulary acquisition, critical thinking, and speaking proficiency, among English language learners. In conclusion, the findings from various studies suggest that jigsaw reading activities hold significant promise as a valuable tool in English language teaching. The collaborative nature of the jigsaw technique fosters active engagement, critical thinking, and meaningful interaction among students, leading to enhanced language learning outcomes. Through the synthesis of recent research, it is evident that jigsaw reading activities positively impact various language skills, including reading comprehension, vocabulary acquisition, critical thinking, and speaking proficiency. Studies have consistently demonstrated the effectiveness of jigsaw reading tasks in improving these skills among English language learners across different proficiency levels and learning contexts. Moreover, the integration of technology into jigsaw reading activities has further enriched the learning experience and promoted greater engagement among students. Digital tools and online platforms offer innovative ways to implement jigsaw reading tasks, providing opportunities for personalized learning, collaborative problem-solving, and the exploration of authentic materials. Despite the numerous benefits of jigsaw reading activities, it is essential to acknowledge potential challenges and limitations associated with their implementation. Factors such as class size, student motivation, and teacher training may influence the effectiveness of jigsaw tasks in the language classroom. Therefore, educators should carefully consider these factors and adopt appropriate strategies to maximize the benefits of jigsaw reading activities. Moving forward, future research could explore additional aspects of jigsaw reading, such as its impact on other language skills like writing and listening, as well as its suitability for specific learner populations, such as young learners or English for Academic Purposes (EAP) students. Furthermore, investigating the long-term effects of jigsaw reading interventions and exploring best practices for integrating jigsaw tasks into language curricula could contribute to a deeper understanding of its potential in English language teaching. In conclusion, jigsaw reading activities offer a dynamic and effective approach to teaching English, fostering collaboration, critical thinking, and language development among students. By incorporating jigsaw tasks into language instruction and leveraging technology to enhance their implementation, educators can create engaging and meaningful learning experiences that empower students to become proficient English language users. American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 27, April - 2024 25 | P a g e REFERENCES: 1. Aronson, E., Bridgeman, D., & Geffner, R. (2018). The jigsaw classroom. Sage Publications. 2. Johnson, D. W., & Johnson, R. T. (2019). 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