‘The Effect of Jigsaw Technique vs. Concept Map presentation Mode on Vocabulary Learning of Low- Intermediate EFL Learners’ by Elham Asghari Astane & Shaban Berimani


The present study aimed at finding the effectiveness of two techniques for teaching English vocabulary to Iranian EFL learners; A jigsaw procedure as an innovative cooperative technique and concept-mapping procedure as a technique that elicited the schemata, background knowledge and students ideas as well. Forty-four students were chosen from Mojtama Fanni Tehran and College institutes located in Babol through convenience sampling. The Jigsaw group consisted of Twenty-two low-intermediate participants in Mojtama Fanni Tehran. The concept-mapping group was taught vocabulary through concept- mapping technique in College institute. In fact they were our two independent experimental groups who were at low-intermediate level of proficiency. Then, they were homogenized by Oxford Proficiency Test. To evaluate the effect of each technique distinctively, both groups were given the same items as a pretest and posttest. After the eight sessions of treatment, the data was analyzed by independent t-test through SPSS version 18 to compare the results of pretests and posttests of both groups. The results revealed that both techniques were effective in learning vocabulary items and the concept-map group performed better on the post-test of vocabulary.

Index Terms: EFL learners, concept mapping, cooperative technique, jigsaw

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Investigating the Effect of Portfolio Assessment on Vocabulary Learning of Iranian EFL Learners


Vocabulary as a major component of language learning has been the objective of numerous studies, each of which has its own contribution to the field. This study tried to investigate the effect of portfolio assessment as a teaching, learning and assessment tool on vocabulary learning of Iranian intermediate EFL learners. To this end, forty-three EFL female learners aged from 14 to 18 were chosen through convenience sampling from Shokouh language institute in Qhaemshahr, Mazandaran province. They were randomly assigned into two groups: experimental (n=24) and control group (n=19). The experimental group received the treatment i.e. portfolio assessment. They were asked to make portfolios. During the study learners reflected on assessment that they completed and created a portfolio to show what and how they learned and the teacher provided them with feedback whereas the control group received conventional classroom instruction. After the treatment, by pre-test/ post-test comparison the researcher found that participants of the experimental group who were exposed to the techniques of portfolio assessment, gained better scores in the process of learning vocabulary and outperformed the learners in the control group. Both high-stake and low-stake holders can avail from the findings of this study. The results have also some implications for assessment, teaching and learning of L2 vocabulary learning.

Key words: portfolio assessment, vocabulary learning, EFL learners.

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