Designing a Jigsaw-Based Syllabus to Promote Introverts’ Speaking Performance The Case of Master One Students of English at Biskra Univers

Abstract

Language learning involves developing a range of skills, notably speaking skill being the crucial aspect for effective communication. Nevertheless, certain learners, specifically introverted individuals, face obstacles when it comes to speaking performance. This dissertation aims to help improve the speaking performance of introverted learners by designing a syllabus based on the jigsaw technique that caters to their specific lacks and overcome the obstacles. This study assumes that jigsaw tasks promote the speaking performance of introverted learners and it recognizes that introverted students have specific lacks. As an opted methodology, the research involves a quantitative phase with a questionnaire and diagnostic test to identify lacks and areas of improvement in introverted students' speaking abilities. The qualitative phase includes a focus group discussion to gather insights into the lacks of introverted learners. The designed syllabus aims to enhance their speaking abilities by addressing specific areas of improvement and undergoes evaluation by experts for effectiveness. Feedback from experts guides further improvements in the syllabus for Master One students of English at Biskra University. The results revealed specific lacks among introverted students, such as difficulties in noisy environments, limited participation, lack of confidence and anxiety including deficits in speech accuracy, lack of nonverbal communication, limited creativity, and absence of sense of humor. Additionally, the experts’ evaluation of the syllabus reveals that it effectively meets the needs of introverted learners. However, certain areas for improvement are identified, mainly assessments, grading criteria clarification, provision of more relevant resources, incorporation of interactive elements, and stronger connections to real-life example. The findings highlighted the importance of considering the unique needs of introverted learners and design accommodated syllabus seeking to overcome their obstacles and eventually enhance their speaking abilities