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

Hayat Rasheed H Alamri

doi:10.7176/jep/45-01-934

Abstract

This quasi-experimental study aimed to investigate the effect of the jigsaw cooperative learning (CL) technique on the performance of Saudi English as a Foreign Language (EFL) students’ in speaking skills and on promoting their appropriate practice of vocabulary, accuracy, fluency and pronunciation during oral tasks. The study sample consisted of 28 female students studying at Prince Megren University. The participants were assigned in two small size language classes and randomly specified as a control group (N=13) and a jigsaw group (N=15). Data was collected through a rubric designed to assess speaking. The results of the study showed that there was statistically significant differences in terms of Saudi EFL female students’ overall performance in speaking skills in favour of the jigsaw group. The results also showed that the participants in the jigsaw group outperformed those of the control group in the speaking competencies: vocabulary, accuracy, fluency, and pronunciation. The study presented some recommendations and suggestions in light of the results of the research. Keywords: Jigsaw, Cooperative Learning, Speaking Skills

Highlights

According to Nunan (1991), speaking is the “ability to express oneself in the situation, or the activity to report acts, or situation in precise words or the ability to converse or to express a sequence of ideas fluently” (p. 23)
These results suggest that the jigsaw cooperative learning (CL) technique had a substantial effect on the fluency and pronunciation competencies of Saudi English as a Foreign Language (EFL) female students
The findings indicated that the jigsaw CL technique is an effective way to promote EFL students’ oral performance, and it is considered a useful technique to enable Saudi EFL female learners to accomplish learning tasks in the speaking classroom

Summary

Introduction

According to Nunan (1991), speaking is the “ability to express oneself in the situation, or the activity to report acts, or situation in precise words or the ability to converse or to express a sequence of ideas fluently” (p. 23). According to Richards, Platt, and Platt, “the jigsaw technique is a type of cooperative learning in which each member of a group has a piece of information that is needed to complete a group task (1992, p.87)” It provides learners with opportunities for face-to-face interaction, verbal interchanges, challenge each other’s point of view, and small group skill building (Evcim & İpek, 2013). Despite the several studies that have investigated the jigsaw CL technique (Aimah, 2013; Ali, 2001; Maden, 2011; Meng, 2010; Zahra, 2014), there remains a need to investigate the effect of the jigsaw CL technique on Saudi EFL students’ performance in speaking skills in terms of promoting the appropriate practice of vocabulary, accuracy, fluency, and pronunciation during speaking tasks

Statement of the problem

Questions of the study The questions addressed in this study are

11. Conclusion and recommendations