ERIC Number: EJ1309490
Record Type: Journal
Publication Date: 2021
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1305-905X
EISSN: N/A
Available Date: N/A
Cooperative Strategies and Listening Comprehension: The Cases of Jigsaw and Missing Information Techniques
Cypriot Journal of Educational Sciences, v16 n3 p1257-1268 2021
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 revealed 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.
Descriptors: English (Second Language), Second Language Instruction, Late Adolescents, Cooperative Learning, Teaching Methods, Listening Comprehension, Instructional Effectiveness, Information Dissemination
Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://www.cjes.eu/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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