‘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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