Cooperative strategies and listening comprehension: The cases of Jigsaw and Missing information techniques

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...

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Bibliographic Details
Published inCypriot journal of educational sciences Vol. 16; no. 3; pp. 1257 - 1268
Main Authors Jermsittiparsert, Kittisak, Menacho-Vargas, Isabel, Supo-Condori, Felipe, Diaz, Henry Hugo Alarcón, Cavero-Aybar, Hugo Neptalí, Centellas, Yudy Yaneth Tapia, Ivanova, Oksana N
Format Journal Article
LanguageEnglish
Published United World Center of Innovation Research and Publication Center 2021
Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi
Subjects
Cooperative Learning
Education
English (Second Language)
Information Dissemination
Instructional Effectiveness
Late Adolescents
Listening Comprehension
Second Language Instruction
Teaching Methods
Missing Information
Cooperative Strategies
Listening
Jigsaw
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Summary: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.
ISSN:1305-905X
1305-905X
DOI:10.18844/cjes.v16i3.5846