INVESTIGATING EFL LEARNERS’ READING SKILLS USING THE COOPERATIVE TEACHING METHOD IN A SAUDI ARABIAN CONTEXT

Purpose: This study aims to investigate the reading skills using a comparative account of two groups of EFL learners’ reading achievements. Methodology: Two gatherings of understudies were chosen and dispersed into a control and a test gathering. The benchmark group was 50 blended capacity middle level 104 understudies who were presented to the regular educator drove procedure of instructing perusing. The exploratory gathering was 50 blended capacity middle of the road level 104 understudies who were instructed with the jigsaw understanding philosophy. The students' age go was between 17 – 21 and studied Arts, Mathematics, and Biology. Result: The discoveries of the quantitative examination indicated the positive effect of the jigsaw procedure as a successful helpful learning technique. Contrasted with the ordinary instructor drove showing strategy, the jigsaw method improves the advancement of the understudies' perusing abilities all the more proficiently. Applications: The results can be used in group work for reading strategies, positively sharing ideas, the participation of each learner in a group as an individual, cooperation, and showing good social skills for sharing knowledge. Novelty/Originality: The T-test was performed on data-independent samples, which showed a significant difference (P = 0.000) between the data collected from the experimental and control groups. These results have not been observed in the results of other articles so far. This is due to the accuracy of the method used in this method