A study on Korean listening class using jigsaw -Based on international undergraduates

Abstract

The purpose of this study was to investigate the effect of the jigsaw task on the improvement of Korean listening ability and affective attitude in the Korean listening class for foreign students. First, it was confirmed that the listening ability improved as the jigsaw task progressed repeatedly. Second, as a result of a survey on learners affective attitudes and responses, learners showed a very positive response to the jigsaw task when comparing before and after the class. The perception of Korean listening itself changed positively after class, and the confidence in Korean listening, class participation, and preference for listening class such as jigsaw task increased significantly. In addition, more than half of the respondents said that the jigsaw task directly helped improve concentration and listening skills. The preference for the listening class through the jigsaw task as a cooperative learning and speaking integration was also high, suggesting that the jigsaw task is positive in the learner evaluation in the listening class. Thereafter, follow-up studies on the number of jigsaw tasks, input level, and selection of listening materials to apply the jigsaw task to the undergraduate listening class should be continued.