The Effect of Self-Regulated Jigsaw IV on University Students' Academic Achievements and Attitudes towards English Course

Autor/inn/en	Özdemir, Esin; Arslan, Ali
Titel	The Effect of Self-Regulated Jigsaw IV on University Students' Academic Achievements and Attitudes towards English Course
Quelle	In: Journal of Education and Training Studies, 4 (2016) 5, S.173-182 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Academic Achievement; Student Attitudes; Grammar; Text Structure; English (Second Language); Experimental Groups; Control Groups; Statistical Analysis; Teaching Methods; Intermode Differences; Cooperative Learning; Independent Study; Qualitative Research; Pretests Posttests; College Students; Semi Structured Interviews; Likert Scales; Achievement Gains; Foreign Countries; Quasiexperimental Design; Turkey + Suchen Sie Ihr Suchwort? Schulleistung; Schülerverhalten; Grammatik; Textstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Selbststudium; Qualitative Forschung; Collegestudent; Likert-Skala; Achievement gain; Leistungssteigerung; Ausland; Türkei
Abstract	This study aims to determine the effect of self-regulated jigsaw IV upon university students' learning a new grammar structure within EFL learning process and also their attitudes towards the English course. The research was carried out with 40 students studying in two different prep classes at Bulent Ecevit University Foreign Languages College in the spring term of 2011-2012 academic year. During the courses, while self-regulated jigsaw IV was carried out with the experimental group, a traditional method was performed in the control group. As quantitative data suggest; self-regulated jigsaw IV has significantly increased students' academic achievement compared to traditional method; however, it is slightly effective on their attitudes towards English. As qualitative data suggest; the students in the experimental group feel self-satisfied with their learning and they can use self-regulation skills in their autonomous studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01