Abstract
This study aimed at investigating the relationship between language learning strategy use and performing jigsaw and problem-solving tasks. For this purpose, 53 students of a total 77 BA students majoring at ELT, English Literature, and English Translation were chosen through taking the Standardized Nelson English Proficiency Test. The homogeneous participants were randomly divided into two experimental groups: jigsaw and problem-solving. The jigsaw group practiced reading comprehension through jigsaw tasks while the problem-solving group did so through problem-solving tasks. Strategic behavior of each group was assessed through administrating the Strategy Inventory of Language Learning (SILL) prior to and after the treatment. The data obtained undergone three main statistical analyses: independent sample t-test, paired samples t-test and MANOVA. Between group comparison indicated that the two groups were not much different regarding the strategy use implying that task type does not much affect strategy use. However, within group comparisons revealed that, although the strategies as a unitary entity did not change as a result of the exposure to the task types, they showed changes in their use of various components of the strategies; metacognitive, social, and cognitive strategies were used most frequently by the members of both groups. Interestingly, the findings sustain the old but still attractive notion of Gestalt Psychology that the whole, is other than sum of the parts (Kurt Koffka).
Highlights
The results indicated that jigsaw technique has a significant effect on students' reading achievement as the students' reading comprehension improved as a result of practicing jigsaw reading.Fredricks (1984) used a problem-solving task, a role play, and an authentic interaction in order to compare the language generated by the three tasks
Approaching the LLSs as a unitary entity, the findings showed that the two groups were not significantly different indicating that the task types do not much influence the overall strategy use
The same result was reached by Sotudenama and Azimfar (2012) as well as Fazilatfar (2010).this result is inconsistent with findings of the study done by Khan (2010) who concluded that overall strategy use varies across different task types
Summary
Input as well as the opportunity for meaningful use of language. It is believed that learners' cognitive processing will be engaged by this combination of contextualized input and output helping learners to process and reshape the input. Two of them;jigsawand problem solving tasks are probably the most commonly used ones The former, sometimes called split-information task (Willis&Willis, 2007), is an activity in which groups or individuals are expected to combine individual pieces of information, thereby they are involved in communication and collaborative work (Willis &Willis, 2007; Richards, 2001).In the latter category, learners are given a problem and a set of information. Using them in language classes will contribute to the students' progress in language learning; a claim requires more empirical supports Rationalized in this way, this study tries to investigate the role of task types (jigsaw and problem solving) in LLS choice both individually and comparatively in a reading instruction class, which was realized in the following research questions addressed in the form of respective null hypotheses. 1. Does task type (jigsaw vs problem- solving)have any statistically distinct effect on language learning strategy use both unitarily and componentially? Does exposure to problem-solving tasks have any statistically distinct effect on language learning strategy use both unitarily and componentially? Note: the research questions were addressed as respective null hypotheses
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