本研究旨在探討拼圖式閱讀教學法在台灣小學生的英語閱讀理解和英語學習動機的影響，同時也探究學生在拼圖式閱讀教學法的影響下對英語學習的看法。本實驗是在國小英語課程下，進行每週二堂課，為期完整一學期的實驗。本實驗採用準實驗設計，以量化為主，質性為輔進行研究。研究對象是來自東台灣地區一所國小六年級兩班的學生，兩班隨機分派為實驗組（25人）和控制組（24人），當實驗組進行拼圖式閱讀教學法，控制組則同時進行傳統講述式教學法。本實驗透過英語閱讀理解測驗，學習動機問卷，學生訪談及教師課室觀察四種方式收集研究資料。量化資料-英語閱讀理解測驗與學習動機問卷的前測分數與後測分數是以單因子共變數分析以及敘述性統計的平均數分析進行分析比較; 而質性資料-學生訪談與教師課室觀察是以質性資料分析進行分析比較。研究統計結果顯示：一、在單因子共變數分析下，拼圖式閱讀教學法對實驗組和控制組學生的英語閱讀理解能力無顯著差異，然而，在敘述性統計分析上實驗組組內英語閱讀理解測驗的前後測相比，實驗組學生英語閱讀理解能力確實有被提升; 實驗組受訪者高/低成就學生自己的英語閱讀理解測驗前後測相比，其中有三位學生英語閱讀理解能力有被提升。二、單因子共變數分析下，拼圖式閱讀教學法對實驗組和控制組學生的英語學習動機有顯著差異，其表示拼圖式閱讀教學法對實驗組學生英語學習動機上有顯著地提升，而在敘述性統計分析上實驗組組內英語學習動機問卷的前後測相比，實驗組學生英語學習動機確實有被提升；三、大部分受訪者表示喜歡以拼圖式閱讀教學法上課，對可以同儕互動討論的學習模式抱有興趣，並對以拼圖式閱讀教學法學習英語持有正面觀感。結論是在學生互動意願良好的狀況下，使用拼圖式閱讀教學法將會促進學生對學習英語的興趣，進而提升其英語閱讀理解能力，英語學習動機及學習英語的觀感。最後並建議使用多樣閱讀策略及班級經營策略，以提升拼圖式閱讀教學法的成效。

The study aimed to investigate the effects of jigsaw reading on Taiwanese elementary school students’ English reading comprehension and motivation. Moreover, the students’ perceptions toward English learning after jigsaw reading was provided were also explored. The study was conducted for a semester in an elementary school English course with two classes a week. A nonequivalent control group pretest-posttest design was used as well as quantitative methods with qualitative analysis. Forty-nine sixth graders participated in this study, twenty-five participants in the experimental group received jigsaw reading and twenty-four participants in the control group received traditional lectures. The data was collected through English reading comprehension tests, motivational questionnaires, student interviews, and teacher observation. Descriptive and inferential statistics, such as the one-way ANCOVA, were conducted to analyze quantitative data collected from the reading comprehension competence tests and motivational questionnaires. Qualitative data analysis (QDA) was conducted to analyze the qualitative data from student interview and teacher observation. The findings showed as follows: 1. There were no significant differences of students’ reading comprehension between the two groups according to the one-way ANCOVA, however, English reading comprehension of the experimental group students were still promoted by jigsaw reading based on pretest and posttest scores. Three high/low achievers of the seven interviewees in the experimental group made progress based on English reading comprehension pretest and posttest scores. 2. There were significant differences in motivation toward English learning between the two groups. Jigsaw reading had a positive effect on the experimental group students’ motivation. 3. The majority of interviewees in the experimental group expressed that they preferred to study in a jigsaw reading class. They had positive perceptions toward jigsaw reading as well as the interactive aspect. In general, the use of jigsaw reading would succeed in fostering students’ interests in English learning, English reading comprehension, English learning motivation, and perception towards English learning if students are willing to interact with their classmates. Some suggestions are also provided to bolster more pore positive effects of the jigsaw reading in this study.

CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 2
1.2.1 Incapable Reading Comprehension 3
1.2.2 Two-Peak Distribution vs Matthew Effect 3
1.2.3 Deficient Resources 4
1.2.4 Insufficient Exposure 5
1.3 Purpose of the Study 6
1.4 Research Questions 6
1.5 Definition of Terms 7
1.5.1 The Jigsaw Reading 7
1.5.2 Reading Comprehension 7
1.6 Limitation of the Study 8
1.7 Significance of the Study 8
CHAPTER TWO LITERATURE REVIEW 9
2.1 The Jigsaw Reading 9
2.1.1 The Jigsaw Reading Definition 9
2.1.2 The Jigsaw Reading Process 9
2.1.3 The Jigsaw Reading’s Benefits 10
2.1.4 Limitation of the Jigsaw Reading 11
2.2 Reading Comprehension 12
2.2.1 Definition of Reading Comprehension 12
2.2.2 Reading Comprehension Process 13
2.2.3 Positive Effects of Better Reading Comprehension 14
2.2.4 One Example of Low Reading Comprehension 16
2.3 The Jigsaw Reading and English Reading Comprehension 16
2.4 Motivation in Language Learning 19
2.4.1 Perspectives of Motivation 20
2.4.2 Instrumental Motivation and Integrative Motivation 21
2.4.3 Intrinsic Motivation and Extrinsic Motivation 22
CHAPTER THREE METHODOLOGY 25
3.1 Research Design 25
3.2 Context 26
3.3 Participants 27
3.4 Instructional Design 28
3.5 Data Collection and Instrumentation 30
3.5.1 Quantitative Data: Reading Comprehension and Motivation 30
3.5.2 Qualitative Data: Student Interview and Teacher Observation 32
3.6 Data Analysis 32
CHAPTER FOUR RESULTS AND DISCUSSION 35
4.1 Effects of the Jigsaw Reading on English Reading Comprehension 35
4.2 Effects of the Jigsaw Reading on English Learning Motivation 40
4.3 High/Low Achievers’ Perceptions toward English Learning 45
CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS 51
5.1 Conclusions 51
5.2 Suggestions 54

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