Utilizing the Jigsaw Technique to Help Students Overcome Common Grammatical Errors in Writing

Abstract

Writing remains a challenge for English as a Foreign Language (EFL) learners worldwide, particularly for Vietnamese learners. One 
approach that has shown promise in improving writing skills is cooperative learning, which has been widely recognized for its effectiveness in writing instruction. However, despite its benefits, little research has specifically examined how the Jigsaw technique — a well-known cooperative learning strategy — impacts grammar issues in EFL writing. Therefore, to evaluate the effects of the proposed strategy, eighty-two English majors from two Writing 1 classes were chosen, with one class designated as experimental group and the other as control group. Both groups initially performed a pre-test to assess their equivalence, after which the experimental group received an innovative strategy called the Jigsaw technique, and the control group was taught using traditional instruction. After the two-week treatment, both groups underwent a post-test. The results indicated a notable reduction in grammatical errors and a positive engagement among students in the experimental group compared to those in the control group. Therefore, this not only demonstrates the beneficial influence of the Jigsaw technique in assisting EFL learners in overcoming ordinary grammatical mistakes in writing, but it also contributes to improving their participation. Furthermore, our study, carried out at the tertiary level, focuses on the innovation of teaching writing. As a result, the optimistic findings encourage instructors and practitioners to confidently apply the Jigsaw technique in the educational setting to enhance learners’ writing performance.