Effects of Flipped Jigsaw Collaborative Learning on English as a Foreign Language Learning Anxiety

Yoshiko Goda; Masanori Yamada; Kojiro Hata; Hideya Matsukawa; Seisuke Yasunami

doi:10.1007/978-3-319-52836-6_69

SETE 2016: Emerging Technologies for Education pp 654-664 | Cite as

Effects of Flipped Jigsaw Collaborative Learning on English as a Foreign Language Learning Anxiety

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Yoshiko GodaEmail author
Masanori Yamada
Kojiro Hata
Hideya Matsukawa
Seisuke Yasunami

Conference paper

First Online: 19 February 2017

Part of the Lecture Notes in Computer Science book series (LNCS, volume 10108)

Abstract

This research aims to investigate the effects of a blended learning approach that combines flipped learning with the jigsaw method of open educational resources for collaborative learning on English as a foreign language (EFL)-related learning anxiety (hereinafter referred to as flipped jigsaw). EFL learning anxiety was measured via the Foreign Language Classroom Anxiety Survey (FLCAS) prior to and following flipped jigsaw collaborative learning activities. Eighty-nine sophomores enrolled in Computer Assisted Language Learning participated in this study, and the data of the seventy-four participants who completed both pre- and post-FLCAS assessments were analyzed via a paired-t test. The results show that EFL learning anxiety items related to course preparation demonstrated significant changes following the flipped jigsaw activities. This implies that flipped jigsaw collaborative learning activities may promote learners’ outside-the-classroom preparation, and that such preparation may lead to better performance and learning anxiety reduction.

Keywords

Flipped learning Jigsaw approach Flipped jigsaw Collaborative learning Open educational resources

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Notes

Acknowledgement

This work was supported by the Japan Society for the Promotion of Science (JSPS) Grants-in-Aid for Scientific Research (KAKENHI) under Grant Number 26282056.

Appendix A. FLCAS Items and Results of Paired-T Tests for Pre- and Post-FLCAS Assessment

#	Items	Paired Differences (Pre - Post)			t	Sig.
#	Items	M	SD	SE	t	Sig.
1	I never feel quite sure of myself when I am speaking in my foreign language class.	0.16	1.16	0.13	1.20	0.23
2	I don’t worry about making mistakes in language class.	0.08	1.04	0.12	0.67	0.51
3	I tremble when I know that I’m going to be called on in language class.	0.23	1.09	0.13	1.81	0.08†
4	It frightens me when I don’t understand what the teacher is saying in the foreign language.	−0.16	1.03	0.12	−1.35	0.18
5	It would not bother me at all to take more foreign language classes.	−0.05	1.03	0.12	−0.45	0.65
6	During language class, I find myself thinking about things that have nothing to do with the course.	0.18	1.15	0.13	1.31	0.19
7	I keep thinking that the other students are better at languages than I am.	0.03	1.23	0.14	0.19	0.85
8	I am usually at ease during tests in my language class.	0.14	1.10	0.13	1.06	0.30
9	I start to panic when I have to speak without preparation in language class.	0.24	1.03	0.12	2.03	0.05*
10	I worry about the consequences of failing my foreign language class.	0.15	1.17	0.14	1.10	0.28
11	I don’t understand why some people get so upset over foreign language classes.	0.09	1.00	0.12	0.82	0.42
12	In language class, I can get so nervous that I forget things I know.	0.01	1.30	0.15	0.09	0.93
13	It embarrasses me to volunteer answers in my language class.	0.09	0.97	0.11	0.84	0.40
14	I would not be nervous if I were speaking the foreign language with native speakers.	0.03	0.86	0.10	0.27	0.79
15	I get upset when I don’t understand what the teacher is correcting.	0.04	0.90	0.10	0.39	0.70
16	Even if I am well prepared for language class, I feel anxious about it.	0.09	1.07	0.12	0.76	0.45
17	I often feel like not going to my language class.	0.07	1.02	0.12	0.57	0.57
18	I feel confident when I speak in foreign language class.	−0.11	1.00	0.12	−0.93	0.36
19	I am afraid that my language teacher is ready to correct every mistake I make.	−0.09	1.15	0.13	−0.71	0.48
20	I can feel my heart pounding when I’m going to be called on in language class.	0.11	0.94	0.11	0.99	0.33
21	The more I study for a language test, the more confused I get.	−0.03	0.84	0.10	−0.28	0.78
22	I don’t feel pressure to prepare very well for language class.	−0.31	0.95	0.11	−2.82	0.01**
23	I always feel that the other students speak the foreign language better than I do.	0.04	1.33	0.15	0.26	0.79
24	I feel very self-conscious about speaking the foreign language in front of other students.	−0.12	1.15	0.13	−0.91	0.36
25	Language class moves so quickly that I worry about being left behind.	−0.08	0.96	0.11	−0.73	0.47
26	I feel more tense and nervous in my language class than in my other classes.	0.15	1.06	0.12	1.21	0.23
27	I get nervous and confused when I am speaking in my language class.	0.00	0.97	0.11	0.00	1.00
28	When I’m on my way to language class, I feel very sure and relaxed.	−0.07	0.96	0.11	−0.61	0.55
29	I get nervous when I don’t understand every word the language teacher says.	0.05	1.03	0.12	0.45	0.65
30	I feel overwhelmed by the number of rules you have to learn to speak the foreign language.	−0.07	0.97	0.11	−0.60	0.55
31	I am afraid that other students will laugh at me when I speak the foreign language.	−0.14	0.80	0.09	−1.45	0.15
32	I would probably feel comfortable around native speakers of the foreign language.	−0.08	0.84	0.10	−0.83	0.41
33	I get nervous when the language teacher asks questions that I haven’t prepared in advance.	0.03	1.01	0.12	0.23	0.82
	FLCAS_total_pre - FLCAS_Total_post	0.70	13.71	1.59	0.44	0.66

Note. N = 74, df = 73. † < .1, * <= .05, ** <= .01.

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Authors and Affiliations

Yoshiko Goda
- 1
Email author
Masanori Yamada
- 2
Kojiro Hata
- 3
Hideya Matsukawa
- 4
Seisuke Yasunami
- 5

1.Graduate School of Instructional SystemsKumamoto UniversityChuo-kuJapan
2.Faculty of Arts and ScienceKyushu UniversityFukuokaJapan
3.Faculty of Modern Social StudiesOtemae UniversityNishinomiyaJapan
4.Center for Institutional Research, Institute of Excellence in Higher EducationTohoku UniversitySendaiJapan
5.Faculty of Advanced Science and TechnologyKumamoto UniversityKumamotoJapan

Effects of Flipped Jigsaw Collaborative Learning on English as a Foreign Language Learning Anxiety

Abstract

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