초록 열기/닫기 버튼
The current study aims to investigate English Education Majors’ perceptions of Jigsaw Cooperative Learning in a teaching methods course for English Education majors. The 20 participants completed pre- and post-surveys including open-ended questions. Group leaders also submitted reports after ‘Expert Group’ and ‘Jigsaw Group’ meetings. Feedback from participants suggested that the method is beneficial in terms of both cognitive and affective factors: it improved reading comprehension, analysis of sentence structure, oral presentation skills, and ability to summarize passages as well positively influencing interest, peers affinity, proactive participation, and responsibility for group achievement. Analysis of the data revealed that affective factors are positively correlated with academic achievement. The meeting reports indicated that the participants planned meetings and led activities autonomously after trial and error. The study implies that the work of learners should be monitored carefully and teachers should intervene only when necessary, provided teachers formulate and implement comprehensive and detailed lesson plans to facilitate courses successfully.
