Introducing Cooperative Learning in the EFL Classroom: the Jigsaw Method to Improve Classroom Environment and Foster the Development of Higher-order Thinking Skills.

Pervanic, Anita (2018) Introducing Cooperative Learning in the EFL Classroom: the Jigsaw Method to Improve Classroom Environment and Foster the Development of Higher-order Thinking Skills. Diploma thesis, Scuola universitaria professionale della svizzera italiana (SUPSI).

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Abstract

Traditional instructional approaches used to focus on lower-order thinking skills rather than on the development of higher-order thinking skills and competencies. Recent developments in the educational system require schools to equip young learners with new skills and competencies. The educational system should provide learners with constructive experiences that aim to develop the socalled 21st century skills. Studies conducted on the impact of cooperative learning experiences show that experiences that require individuals to work together cooperatively can foster the development of higher-order thinking skills, as opposed to competitive and individualistic experiences (Johnson & Johnson, 1990, p. 72). The present action research was implemented in an EFL classroom at the Scuola Cantonale di Commercio in Bellinzona, Switzerland and aimed at investigating the use of one type of cooperative learning method, namely the Jigsaw Method, to promote positive classroom environment, improve students’ attitudes towards each other, and foster the development of higherorder thinking skills, as well as social competencies such as effective face-to-face communication, positive interdependence, and individual accountability. Data was collected through a pre- and a postactivity ad hoc questionnaire. The results show that implementing a cooperative learning method in the classroom can improve overall group dynamics, foster positive collaboration among students, and increase individual responsibility. Relatore: Paolo Jacomelli. Materia: inglese

Item Type: Thesis (Diploma)
Supervisors: Jacomelli, Paolo
Subjects: Formazione - Apprendimento
Divisions: Dipartimento formazione e apprendimento > Scuola media superiore
URI: http://tesi.supsi.ch/id/eprint/2237

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