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Title: Building vocabulary stock for EFL learners through the jigsaw II puzzle collaborative thechnique
Other Titles: case study of first year pupils at Benzaoui Ahmad Lamine middle school Ain Beida, Oum-El-Bouaghi
Authors: Gouasmia, Aldjia
Bechoua, Soraya
Keywords: Teaching : english : collaborative thechnique
Issue Date: 2016
Publisher: university of Oum El Bouaghi
Abstract: Vocabulary learning by far plays a crucial role for many students as it is the basis of their learning of english. However, it can be a challenging task because it is often perceived as a dull, boring and difficult. Interestingly, the present study is intended to investigate the effect of using collaborative techniques namely jigsaw ? puzzle on building the vocabulary stock of middle school EFL pupils. To achieve this goal, sixty four (64) pupils of first year level were chosen from the population of Benzaoui Ahmad Lamine middle school in Ain Beida, Oum-El-Bouaghi as participants of this study. The selected sample was divided into two groups, an experimental group and a control one. For the purpose of manipulating the effect of the independent variable "using collaborative technique, the jigsaw ? puzzle" on the dependent variable "building new vocabulary", a quasi experimental design was applied. Firstly, a pre-test, comprising three different activities, was administered to both groups in order to determine the pupils' background knowledge of vocabulary. Then each group has received treatment as the experiment procedure requires but with different teaching techniques, the experimental group was taught vocabulary using jigsaw ? puzzle technique applied in three vocabulary lessons, whereas the control group, who received three vocabulary session, was taught the same thing through traditional instruction given by the teacher. Then, a post-test was addressed after the treatment to both groups; it was similar to the pre-test. After collecting and analyzing the data depending on the paired-sample t-test and the independent one, the findings revealed that jigsaw ? puzzle was effective in the teaching of new vocabulary, regarding the pupils' better performance in the post-test, i.e., after treatment. In addition to that, we realized that there was a significant difference between both groups because the control group has not recorded improvement as the experimental group has. In this case, the significance of the results not only confirmed the correlation between variables, but it did validate the alternative hypothesis and reject the null one. so, it has been concluded that collaborative techniques mainly, jigsaw ? puzzle enhance the building of new vocabulary because it increases their memorization, acquisition, and comprehension.
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