Abstract
This study examined the impacts of the jigsaw and missing information activities on pre-intermediate EFL learners' listening comprehension. Accordingly, 69 homogenous participants (17 to 19 years old) were chosen from a private English language institute. Following the selection of the intended subjects, they were randomly assigned to one of three equivalent groups: two experimental groups and one control group. Then the researcher administered a researcher-made listening pre-test to the three groups and then taught the experimental groups using the jigsaw and missing information activities during 15 sessions. Participants in the control group, on the other hand, were not given the above instruction. The modified version of the pre-test was performed as the post-test at the end of the intervention to determine the effects of the treatment on the students' listening progress. After running one-way ANOVA and Scheffe Post Hoc Tests, it was reavealed that that both jigsaw and missing informations strategies improved EFL learners' listening comprehension. In the end, the research implications were explained and some recommendations for further studies were suggested.
 
 Keywords: Cooperative Strategies, Jigsaw, Missing Information, Listening
Highlights
1.1 Theoretical or Conceptual FrameworkLanguage scholars have come to the conclusion in past few decades that involving learners can effectively promote the learning process
This study examined the impacts of the jigsaw and missing information activities on pre-intermediate EFL learners' listening comprehension
The participants participating in this research were all male students with the age range of 14 to 16 who were randomly divided into three groups of 23- two experimental groups (jigsaw group (JG) and missing information group (MIG)) and one control group (CG)
Summary
1.1 Theoretical or Conceptual FrameworkLanguage scholars have come to the conclusion in past few decades that involving learners can effectively promote the learning process. The four key skills –speaking, listening, reading, and writing – are closely related in this process, which means they can strengthen or be strengthened by each other. Among these four skills, this research focuses on listening comprehension. Participant knowledge are different from each other As a result, they must express their experience in order to solve a challenge or complete an assignment. They must express their experience in order to solve a challenge or complete an assignment These exercises will help students speak and communicate in L2. Information-gap practices make the classroom more studentcentered and encourage students to be more involved in their learning process (Lam Son, 2009; Namaziandost & Çakmak, 2020)
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