Using Jigsaw Technique on Grammar Teaching among Impulsive and Reflective Iranian EFL Learners

This study aimed to investigate the effectiveness of using Jigsaw Technique on the grammar achievement of Iranian impulsive and reflective EFL learners. The research was conducted on 06 female EFL learners. The study adopted a quasi-experimental design with two experimental groups assigned as group one: Impulsive and group two: Reflective. To this end, three instruments were used in the study to gather the data: 1) The Persian version of the Impulsivity/Reflectivity questionnaire of Barratt in 1991; after performing questionnaire the participants were divided to two groups: Impulsive and Reflective. 2) The OPT (2662), was used for measuring the level of the participants’ language proficiency(only grammar) 3) The Grammar Knowledge Test(the teacher-researcher made) as the pre-test and the post-test. Hence, the reliability and validity of which had been established, prior to the main study to two groups. Jigsaw technique was exposed to two classes for teaching grammar. The treatment lasted for 16 sessions; after both groups separately were evaluated on grammatical knowledge. The data collected were analyzed through a combination of descriptive and inferential statistics. The results of statistical analysis indicated that jigsaw technique led to an enhancement on the grammar achievement of reflective learners. However, the use of jigsaw technique did not prove effective for the impulsive learners.

کلیدواژه ها:

Cooperating Learning ، Jigsaw Technique ، Grammar Teaching ، Impulsivity ، Reflectivity.