Arab World English Journal (AWEJ) Volume 11. Number4  December 2020                                          Pp. 519-533

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The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the
Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia


Nurah Alfares
Department of Curriculum and Instruction
College of Education
Umm Al-Qura University, Makkah, Saudi Arabia




This study aimed to answer the questions related to the effect of using self-regulated jigsaw task as a technique to improve the students’ performance in the course of curriculum reading in English, and to find out the learners’ perceptions of using jigsaw task in their learning. This study is important since jigsaw task could help learners to become autonomous learners as well as to promote cooperation between learners. The study sample consisted of 40 (two classes) female students studying the course of curriculum reading in English in the Master’s Program of curriculum and instructions at Umm Al-Qura University. The classes were allocated to the experimental group (n=21 students), which was taught using self-regulated jigsaw task, and the control group (n=19 students), which was taught using traditional tasks. Pre-and post-tests have been conducted to find out the statistical differences. Further, an open-ended questionnaire was given to the participants in the experimental group (n=21 students) to find out more about their perception of using the jigsaw technique in the learning process. Wilcoxon Signed Rank test was used as a statistical procedure to analyze the participants’ scores on the post-test, and the Greenhouse-Geisser test was applied to investigate the differences between groups. The results of the study showed that the difference in performance between students taught using self-regulated jigsaw task and those taught using traditional tasks was statistically significant. Further, the participants in the experimental group perceived that using the jigsaw task had a positive effect on the learning process, enhanced their relations with other learners, and increased their motivation in learning. It is hoped that this study could encourage university instructors to design and implement jigsaw tasks into different courses in higher education.
Keywords: academic achievement, curriculum reading in English, female students, jigsaw task, self-regulated

Cite as:  Alfares, N. (2020). The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia. Arab World English Journal11 (4). 519-533.


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Umm Al-Qura University in Saudi Arabia. She holds a PhD in curriculum and Instructions from
University of Glasgow, UK. Dr. Alfares published research papers on teaching and learning the
English language in international journals . ORCID: