| The problem. The purpose of this study was to examine the perspectives of both teachers and students toward the CL (Cooperative Learning) Jigsaw technique as an instructional approach within university level English learning in Taiwan.;Method. A qualitative descriptive approach was utilized to discover and interpret the elements of both Taiwanese teachers and students' perspectives toward CL Jigsaw as an instructional approach in English classrooms. This qualitative study also served to illuminate insights about the Taiwanese students' perspectives on the differences between the CL approach and GTM (Grammar Translation Method) instruction within their English learning. The triangulation method in this study included a demographic questionnaire, interviews, non-participatory observation, field note taking, and the survey questionnaires for the purpose of collecting as much data as possible to explore the participants' perspectives toward the CL Jigsaw approach.;Results. The results of this study showed that the CL Jigsaw technique significantly contributed to the English learning of the university level freshmen students at Southern Taiwan University in Taiwan. The findings generated from the interviews, classroom observations, and survey questionnaires indicated that Taiwanese instructors and students had both positive and negative opinions about the CL Jigsaw technique. However, both teachers and students expressed their willingness to continue adopting this teaching approach to either teach or learn English in their future English classes. Additionally, teachers' difficulties about implementing the CL Jigsaw technique were analyzed in this study. Ultimately, both Taiwanese instructors and students highlighted the important factors that made the CL Jigsaw technique successful in their English classroom learning.;The findings of this study have some pedagogical implications that inform suggestions for future English teaching in Taiwan's university institutions. Some recommendations are proposed for consideration by both the Taiwanese government and university level institutions in order to better maintain quality of teaching, increase students' learning motivation, satisfy the various needs of students, and lower students' anxieties in learning English. It is expected that through such recommendations, educational policy makers, school administrators, and faculty can cooperate to create effective and efficient learning environments for Taiwanese university students. Additionally, further research is suggested to provide positive solutions for overcoming teaching barriers in order to effectively provide Taiwanese EFL learners, educators, and administrators with more meaningful insight for successfully implementing the CL Jigsaw to maximize students' English proficiency for use in real-world situations. |
