Improving Students’ Language Self-Efficacy and Success with Jigsaw-4 Technique in English Classes

Abstract

In this study, it is aimed to search the effect of Jigsaw-4 activities on high school students’ academic success and self-efficacy in English teaching. While in the experimental group Jigsaw-4 activities were used, in the control group teaching-learning activities based on teacher explanation were used. The mixed design was used in the study. In the quantitative part, a pre-posttest control group experimental design; interviews with the students and teachers after the activities, observations during the activities, and student evaluation forms were used. The data were obtained with an achievement test, English self-efficacy belief scale, observations, interviews, and student evaluation forms. Parametric and non-parametric tests were used to analyze the quantitative data and content analysis technique was used to analyze qualitative data. As a result of the study, it was found that the Jigsaw-4 technique was effective in the experimental group's success and self-efficacy beliefs; the themes of emotion, characteristics of the teaching-learning process, and contribution affecting students' success and self-beliefs were found.