抄録
The aim of this study was to examine whether the lesson based on the jigsaw method (Aronson, 1978; Brown, 1997) introduced the repeated retrieval-based learning for promoting student's metacognition could have effects on the encouragements of their students' initiative and communication skills. Ninety-seven students participated the lesson consisted of five phases. First, they grasped the meanings of lesson theme and took the self-affirmation awareness scale as a pre-measurement. Second, during the expert phase, they studied an assigned part of texts related to lesson theme by retrieval-based learning. Third, in the jigsaw group, each students were asked to explain an assigned part of texts for the remaining group members in turns by using the four metacognitive strategies (Palincsar & Brown, 1984). Fourth, students in the representative group made the presentation related to theme through the cross talk. Finally, all students took the self-affirmation awareness scale as a post-measurement and were asked to give feedback for the lesson in free description. As a result, in free descriptions, it seems that many students realized an importance of additional learning related to theme. More importantly, as a whole, the results showed that the lesson practice in this study had positive effects on the encouragements of the students' initiative and reduced interpersonal tension in self-affirmation awareness scale. We summarized the three points for the benefits of the lesson practice in this study.
