This action research focused on the effectiveness of interactive strategies designed to foster reading literacy within 8th graders at an intellectual school in Kazakhstan.
In this action research proposal, the issue of interactive approaches of which Jigsaw reading is an example was carefully studied and analyzed in terms of 8 th-grade students’ development of reading skills. It has to be because it gives an incentive the rationale of this action research came from the need for knowledge on new innovative, and effective teaching strategies that were focused in active involvement of students while reading texts.
The main quest being pursued by this study is: “What are the outcomes of Jigsaw reading implementation, as a feature of an interactive method within 8 th-grade students' growth of reading skills?”
Its main challenge was centered on the analysis of how potent solving jigsaw problems reading as a medium through the interactive method effectively improved reading capabilities among 8th graders.In detail, the findings investigated participants’ understanding, critical thinking, and group-learning results.

This study’s theoretical foundation is formulated from the constructivist learning theories, sociocultural perspectives and interactive approach to teaching. Based on constructivism, this research is actual concepts that imply meanings as a result of interaction with fellowmen and texts. The sociocultural theories imply that learning requires collaboration and social interaction between learners, which characterises the nature of the Jigsaw reading practice. Moreover, the adherents to the interactive approach hold that involvement, activity, and meaningful interactions are necessary parts of well-designed or potentially useful learning. Both theories are the theoretical foundation of this research used to investigate the interactive and collaborative nature of Jigsaw reading that can promote 8 th-grade students’ developing auditory reading competence. Not only does this study focus on the different approaches to teaching that are interactive but it also evaluates their effects on the students’ reading ability. The research is based on the idea that traditional approaches do not completely meet the specific needs of all students, whereas interactive methods offer interactive learning and help personalisation. This investigation includes both structural analysis of each topic by reviewing relevant literature, active pedagogical practices that allow electrical machinery subjects to be taught in the way more interactive than traditional lectures and practical results among 8th graders.

Invoking the interactive approach in reading denotes referring to a strategy which aims at developing active problem-solving, communicating with other learners or querying a resource and associating it with particular issues. An active reading thus recognizes that instead of merely consuming information, the reader rather contributes and constructs meaning actively through interactions with both the text and other social actors. The multifaceted nature of reading has given people the need to interact more in such a way that it is an interactive approach that is always driven with the understanding that reading as there are so complex and constructive and social activity. Through the use of interactive technologies in reading educational practice, educators attempt to make the process more learner-centered and enjoyable while creating a student meaningful relationship to the literature and helping them comprehend this very central literary theme.

The study used a mixed-methods approach for the holistic discussion of Jigsaw reading as part of an action research design to educate 8 th grade readers. The research covered a semester and included processes that collected both quantitative and qualitative data. Pre- and post-assessment tests were conducted to measure the aftereffects of gains in student reading skills. Inspecting was based on reading comprehension, critical thinking and short – term memory. The pre and post-evaluations, which corresponded to the procedure of the curriculum, allowed for measurement of changes in reading skills under Jigsaw reading during this period. In addition, the achievements of cooperative works were evaluated qualitatively—through group discussions and Jigsaw reading sessions. Measures consisted of how often and well contributions were made, students’ level of engagement as well as the ability to combine information in the group properly. Data collection was done using qualitative methods wherein observations, conversations as well as reflective journals of classroom experiences contributed information. In total, forty- eight grade 8 students were given assistance, and they contributed in a survey. The process of observations enabled to gain knowledge about the interactions among students; the level of engagement and collaborative reading within Jigsaw reading sessions. Participant were interviewed to provide their opinion over the efficiency of Jigsaw reading strategy increase in reading skills as well as Canadian collaborative approach. Reflective journals were written by the students for the duration of their research study and these offered insights into their experiences as well as thoughts about how they processed Jigsaw reading. These journals offered qualitative insights into the students’ perceptions, challenges that they confronted and how they perceived Changes with Jigsaw reading of their reading skills. The quantitative information was analyzed through various statistical calculations such as descriptive statistics and paired-sample tests to indicate which reading skills lied important change.Qualitative data went through thematic analysis which made it possible to indicate stable themes reflecting student’s perceptions of the approach, obstacles faced and processes experienced.

The findings revealed to the authors important observations regarding to efficacy of Jigsaw reading as part of interactive method for development 8th grade students’ reading skills. The blending of quantitative methods with a qualitative approach to data analysis was able to offer an all-inclusive explanation on the outcomes brought forth by this instructional style in relation to student’s reading abilities. The quantitative analysis revealed positive findings with regards to the changes observable in the assessed reading skills after their application of jigsaw. The activity metrics for collaborative activity were also higher in Jigsaw reading sessions, which directionalizes the relationship between sense of prevention and these activities as a result. First, quantatively speaking derived from classroom observations, one can argue that Jigsaw reading was such a dynamic exercise that facilitated member interactive groups and fostered a cooperative learning environment. Through the student interviews, revealed positive views of the interactive approach, with participants showing increased contribution to their learning and understanding as a shared reading task. The results can be interpreted as follows: Jigsaw reading implemented within the framework of interactive approach is an efficient method to improve 8th-graders’ reading competence. Collaborative strategies like Jigsaw reading not only help our children improve their reading competencies but also engage them with an open mindset and a fascination for the subject of study. This research has important implications for educators who choose to implement interactive teaching approaches in middle school classrooms because the findings relate not only to quantitative aspects of reading skill, but also emphasize qualitative factors used as indicators of how students remember their learning experience.

1.Arafeh, S. (2018). The impact of using Jigsaw technique on developing eighth graders' reading comprehension and attitudes toward reading. Journal of Educational Sciences, 30(1), 1-22. 2.Arends, R. I. (2012). Learning to teach (9th ed.). McGraw-Hill Education. 3.Noordan, M. N. H., & Yunus, M. Md. (2022). The Inte- gration of ICT in Improving Reading Com- prehension Skills: A Systematic Literature Review. Creative Education, 13, 2051-2069. https://doi.org/10.4236/ce.2022.136127 4.Anderson,N.(2003).Reading.InNunan,D.(Ed.) Practical English Language Teaching.2nd ed.(pp.67- 86), New York: McGraw Hill 5.Daniels,H.(1994) Literature Circles-Voice and choice in the student centered classroom. 6.Farrell,T.(2006). Succeeding with English language learners.Corwin Press. 7.Grabe,W.&Stoller,F.L.(2001). Readingforacademicpurposes:Guidelines for the ESL/EFL teacher. In Celce-Murcia, M. (Ed.) Teaching English as a second or foreign language. Heinle.