Advocating for ‘All for One, One for All’ in English for Specific Purposes

As there are a multitude of cooperative learning methods, English-for-Specific-Purposes (ESP) instructors often wonder how to differentiate between the variations of specific cooperative learning methods and translate group learning principles into classroom practices. This study compares the effects of two evidence-based cooperative learning methods – Jigsaw learning and discussion-based learning (DBL) – on the achievement of psychology students in ESP education. This research drew on a nonrandomized control group pretest-posttest design. The investigator selected three intact classes including 86 master s students in psychology and assigned them to Jigsaw group (n = 28), DBL group (n = 31) and control (lecture-based) group (n = 27). Each condition received instruction according to its instructional tenets. The results of a 7-week-long treatment showed that there was a statistically significant difference among the Jigsaw, DBL and individualistic groups in terms of their overall ESP performance in psychology, p .5, ωp² = .17. The study concludes that Jigsaw learning as a highly structured-learning practice is more effective than DBL, and individualistic teaching strategies in improving psychology students understanding of psychological concepts in English. The implication of the study suggests that the interaction pattern based on positive interdependence and individual accountability in the Jigsaw classroom works better for ESP courses in psychology.