Effects of flipped jigsaw collaborative learning on English as a foreign language learning anxiety

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.