The Effect of Using the Jigsaw Cooperative Learning Technique on Saudi EFL Students’ Speaking Skills

Alamri, Hayat Rasheed H.

doi:10.7176/jep/45-01-934

Cited by 4 publications

(1 citation statement)

References 21 publications

(24 reference statements)

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“…In the context of Jigsaw, research conducted by Alamri (2018) and Keshta (2016) confirm its effectiveness in teaching speaking skills, and increasing learner engagement when compared to traditional teaching methods. These research findings support the researcher's selection of constructivist strategies, specifically Fishbowl and Jigsaw, as essential components of the suggested program.…”

Section: Strategies In the Proposed Programmentioning

confidence: 99%

Enhancing EFL Speaking Skills of Secondary School Students through a Constructivist Learning Activities (CLAs) Program

Shalaby,

Badr

2024

Port Said Journal of Educational Research

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The present study aimed to examine whether a suggested program based on constructivist learning activities (CLAs) has any impact on the development of English-speaking skills among secondary school EFL students. The CLAs were implemented in a collaborative learning environment, where learners were encouraged to work together to complete tasks and solve problems. To achieve this objective, a one-group pretest-posttest quasiexperimental design was employed. A single intact class of 30 students served as the sole participant group. To assess learners' speaking proficiency, a pre-post speaking test was developed and administered before and after the program's implementation. A paired-sample t-test was used to analyze the data statistically, and the effect size was calculated using Eta Squared 2. Results showed a positive effect of the suggested program on enhancing English-speaking skills among secondary school EFL students. The findings of the current study have important implications for EFL teachers. They suggest that teachers should use CLAs to develop learners' speaking skills. CLAs provide learners with chances to practice speaking in a wide range of contexts and to receive feedback from their peers and teachers. This can be beneficial for learners to develop their speaking fluency, pronunciation, vocabulary, and grammar.

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Section: Strategies In the Proposed Programmentioning

confidence: 99%

Enhancing EFL Speaking Skills of Secondary School Students through a Constructivist Learning Activities (CLAs) Program

Shalaby,

Badr

2024

Port Said Journal of Educational Research

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Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools

Sibomana¹,

Karegeya²,

Sentongo³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">The cooperative learning (CL) is an advanced instructional approach that uses different motivational procedures to make instruction significant and learners more responsible. This study aimed to investigate the effects of cooperative learning on students' achievement in chemistry among the advanced level in 12-year basic education schools; it engaged a quasi-experimental design with one treatment group and a comparison group (control); the first applied cooperative learning in teaching organic chemistry while in the control group, organic chemistry was taught by the conventional teaching methods (CTM). A sample of 257 students participated in the study. The data collected used an organic Chemistry Achievement Test, and its data were analyzed using SPSS version 23.0 and MS Excel 2016. The ANCOVA results showed that learners taught using cooperative learning achieved better than their counterparts in the control group (F=78.07, df=1, 256, p<.001) with the learning gains of 16.0% in traditional methods and 53.6% of cooperative learning approach, respectively. However, there was no statistically significant difference in gender of students. It is recommended that chemistry teachers be trained on cooperative learning and encouraged to apply it in their teaching methods to enhance students' academic achievement.</p>

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The use of Communicative Language Learning (CLL) to Teach Speaking at a Taiwanese Elementary School: Implementation and Students’ Responses

Tan

Listyani

2020

Register J.

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Speaking is one of the important skills to master. The importance of learning speaking skills helps people to share their ideas, agreement or disagreement, compliment, and so on to others. Some students feel a lack of practice in learning English because they don't have enough support, including those in Taiwan. Therefore, the purpose of the study is to investigate how Taiwanese teachers apply CLL in speaking activities and the students' responses towards speaking activities which implement CLL at an elementary school in Taiwan. Data for this qualitative study were gathered from semi-structured interviews and reflective journals. The participants were one Taiwanese English teacher and 32 elementary school students. Data from the semi-structured interview were recorded, then transcribed. After that, themes were drawn based on the transcribed interviews. Based on the data, it was found that the Taiwanese English teacher applied CLL to teach the English language. Some activities such as group discussion and Think-Pair-Share were done. These activities were found useful because students could gain more vocabulary, a fun atmosphere created inside the classroom, and better fluency and pronunciation.

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The Effect of Using the Jigsaw Cooperative Learning Technique on Saudi EFL Students’ Speaking Skills

Cited by 4 publications

References 21 publications

Enhancing EFL Speaking Skills of Secondary School Students through a Constructivist Learning Activities (CLAs) Program

Enhancing EFL Speaking Skills of Secondary School Students through a Constructivist Learning Activities (CLAs) Program

Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools

The use of Communicative Language Learning (CLL) to Teach Speaking at a Taiwanese Elementary School: Implementation and Students’ Responses

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